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 purpose of the study is to reveal the effect of cooperative learning on language skills in an English course. The study was carried out for 5 weeks with 66 students studying at the 10th grade at an Anatolian high school in the district of Karadeniz Eregli in Zonguldak during the fall term of the 2015-2016 academic year. The design of the study was ‘nonequivalent control groups pre-test post-test’ which is one of quasi-experimental designs. Data were gathered using an achievement test measuring students’ vocabulary knowledge, grammar knowledge, reading comprehension and listening skills. Results showed that cooperative learning had a larger effect on vocabulary knowledge, grammar, listening and reading skills compared to traditional method.

The aim of this study is to explain and predict prospective preschool teachers’ academic achievements depending on goal orientations they adopt, their critical thinking dispositions and self-regulation skills. Research sample constitutes of 265 prospective preschool teachers attending the Faculty of Educational Sciences in Cukurova University. Research data were collected with the 2x2Achievement Goal Orientations Scale, Self-Regulation Questionnaire and Critical Thinking Disposition Scale. Demographical information about prospective teachers’ gender, age, grade level and academic grade point averages were obtained with the personal information form. For the analysis of research data, One-Way Analysis of Variance (ANOVA) and discriminant analysis were used. In this study; it was concluded that prospective teachers with high level of learning approach orientation, critical thinking disposition and self-regulation skills had higher levels of academic achievement. However, it was determined that distinguishing variables among prospective preschool teachers with low, medium and high level of academic achievement included learning approach, performance approach goal orientation and critical thinking disposition and self-regulation skills. Correct classification percentage of distinguishing variables according to prospective preschool teachers’ levels of academic achievement was determined as 48.8%. Considering the fact that prospective teachers’ achievement-goal orientations, critical thinking dispositions and self-regulation skills may increase their academic achievement and shape their future teaching performances, it is suggested to implement programs that will contribute to the development of such skills and orientations among prospective preschool teachers.

In this work, we have analyzed the opinions of teacher candidates of French as a foreign language on the method that should be used in the teaching of reading-comprehension, one of the main linguistic skills. At the end of the Fall Semester of the 2011-2012 academic year, a survey constituted of three open-ended questions was carried out among teacher candidates studying at the French Language Teaching Programme of the Faculty of Education of Uludag University. Among the 120 students enrolled in the Programme, 64 have participated in the survey voluntarily and expressed their opinions. Students have been priorly informed about the study and the link of the survey prepared via Google Docs has been sent to them through an e-mail where they were asked to fill in the study in Turkish. In the scope of the present work, only student opinions relating to option b of the study's second question -i.e. on the method that should be used in the teaching of the reading skill in French- have been taken into consideration. In this qualitative work based on a case study pattern, opinions have first been sorted out through the content analysis method and have been classified; then, they have been compared with and discussed in the light of opinions and suggestions that already exist in literature. Lastly, findings have been interpreted and presented as a determination.

The study investigates the views of social studies teachers (SSTs) about the advantages and challenges of interactive whiteboard application in social studies lessons. Data was gathered using a questionnaire consisting of 58 items. The sample comprised 483 male and female SSTs from different governorates of Oman who were provided with three training programs about using Interactive Whiteboard (IWB). Data were analyzed by using: Means, T-test and One Way ANOVA.  The results indicated that they considered its effect to be significant in supporting students’ learning process by enhancing the quality of learning environment, excitement of use and importance of use in social studies lessons. It also showed that they used it widely in their lessons but they experienced moderate challenges, including related to technical support and the availability of IWB in all classes. The results also indicated that teachers’ gender and experience influenced their views. The study recommends the provision of more technical support to teachers.

The aim of this paper is to determine the influence of blended learning environments on self-regulated and self-directed learning skills of undergraduate students. The explanatory sequential mixed method was used. In total 167 students participated in the study. While sixty students taking “Programming Languages” course at Computer Education and Instructional Technologies Department constituted the experimental group, 102 undergraduates-65 of them from the same department (Control 1) and 42 from Electronic Engineering Department (Control 2) formed the control groups. Self-directed Learning Readiness Scale, Self-regulated Learning Scale and semi-structured interviews were used as data collection instruments. While the experimental group received blended instruction, control groups received traditional instruction for weeks. The findings of the study revealed that self-regulated and self-directed scores of experimental group differed significantly from the control groups` indicating that the use of blended instruction is more effective than traditional instruction in terms of developing self-regulated and self-directed learning skills. Students in the experimental group pointed out that the blended learning environment presented rich content, easy accessibility, effective guidance and motivation.

The researcher investigated the mathematics learning styles of vocational college students during fall 2017 and spring 2018. 94 students enrolled in the vocational college of a public university completed the questionnaire "How Do I Actually Learn?" developed by Forster. Scale has four learning styles: reflective, inquisitive, diligent and user. The results of the research revealed that the most preferred learning model was user learning style in mathematics learning. Most of the students preferred to learn mathematics by writing the solutions, and reading through their notes or work. There were also statistically significant differences in mathematics learning styles among students according to their academic achievement. According to the results, students with high level of success were more inquisitive than students with low levels.

The purpose of this study is to reveal factors considered by mathematics student teachers while posing modelling problems. The participants were twenty-seven mathematics student teachers and posed their modelling problems within their groups. The data were obtained from the modelling problems posed by the participants, their solutions on these problems and the groups’ reflective diaries regarding their problem posing and solution processes. The data were analyzed by using content analysis and the codes were constructed according to the problems’ contents. The participants' diaries were examined in terms of generated codes and the expressions supporting/relating the codes were determined. While designing the problems, the participants considered the factors such as being interesting, understandable, appropriateness to real life and modelling process, model construction, and usability of different mathematical concepts. Their solutions were generally handled in terms of usage of the mathematical statements, appropriateness to the modelling process and being meaningful for real life. Modelling training should be provided to enable the student teachers to develop modelling problems and their designs should be examined and the feedbacks should be given.

Once a privilege for the members of the elite, writing is now a staple of everyday life accessible to the masses. Despite its significance for individuals’ economic, psychological, and educational well-being, it may not always be utilized to its full capacity. This is partly due to reductionist approaches to writing without full consideration of its various manifestations in life. This paper will argue that writing is more than the inscription of letters and symbols on paper (or on screen). The common misconception that highly developed artistic skills are a must for one to be a “good” writer often prevents individuals from engaging in rewarding learning experiences in and outside of formal education contexts. The realization of the ways in which writing in fact is a part of our daily lives and therefore cannot be divorced from learning throughout life will reduce concerns about a possible lack in writing skills. It will also be maintained in this paper that there is complementarity between lifelong learning and writing; just as lifelong learning requires the utilization of writing skills, greater involvement in writing and enhancements to one’s writing skills support lifelong learning skills. This paper will also propose that an emphasis on writing across curriculum in formal education settings as well as outside of formal education will help prepare individuals for engagement in continuous learning throughout life.

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.

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 aim of the present study was to figure out whether university students’ learning approaches were shaped via their achievement goal orientations, academic self-efficacy and hope or not. The other objective was to examine if these psychological constructs varied in accordance with the demographic variables including gender, age and class level. 332 undergraduates from two different universities who were in the year of junior and senior participated in the study. The Achievement Goal Orientations Scale, the Academic Self-Efficacy Scale, the Dispositional Hope Scale and the Demographic Form were utilized to reveal the predictive power of these constructs on their learning attitudes measured by the Revised Two-Factor Study Process Questionnaire. Multiple linear regression analysis indicated that learning goal orientation was a pivotal predictor of both deep and surface approach to learning. Academic self-efficacy and hope were the crucial precursors of deep approach while performance-avoidance goal inclination was a considerable predictor of surface approach. Independent samples t-test analysis displayed that the female undergraduates were superior to the male ones in terms of the learning goal tendency. And the students (20 to 22 aged) demonstrated higher scores on the same variable than the other ones (23 to 25 aged). On the basis of class level, there were no significant differences in the scores of achievement goal orientations, academic self-efficacy, hope and learning approaches. The results pointed out the fact that such concepts pertinent to an undergraduate’s academic performance could be viewed as distinctive features engendering different learning attitudes toward scholastic training.

The aim of this study is to examine democracy perception of classroom teachers via metaphor analysis. Study group for research is formed of 253 classroom teachers. “Democracy Metaphors Questionnaire” (DMQ) has been used in collecting data. Content analysis has been used on analysis of qualitative data of research and descriptive statistics have been used on quantitative data. The metaphors that teachers developed with a total 122 metaphor different from one another about democracy are gathered under “Indispensability”, “Equality”, “Social Order”, “Freedom”, “Endeavour”, “Power”, “Variety”, “Progression”, “Conservation”, “Personal Gains” and “Nothingness”. While first three themes under which women teachers gathered being indispensability, equality and endeavour metaphors, men teachers are gathered under indispensability, social order and freedom metaphors. Family environment and upbringing, relations with friends, culture of social environment, political activities in society and news in media tools have been the effective factors in forming democracy perception that the teachers possess.

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.

The present study aims to explore the experiences of prospective physical education teachers on active gaming. The study, which used qualitative case study design enrolled 2 prospective physical education teachers (1 male, 1 female) who were included in extracurricular activities and physical education classes in 2015-2016 academic year. For data collection, semi-structured interview forms, diaries and extended field notes were used. For data analysis, the content analysis method was used: following the transcription process, coding was performed in two categories and themes and sub-themes were created that reflect common codes. The findings have revealed that according to prospective teachers, active gaming ensures active participation of students and facilitates classroom management in physical education classes, which, in turn contributes to the learning environment where every student can participate. It also has been found that active gaming in the extracurricular activities contributes to the arousal of the initial participation desire in students, and establishment of an environment suitable for the improvement of physical competence. According to prospective teachers, active gaming should be used not in every part, but in certain parts of classes or of extracurricular activities.

This study aimed to explore the relationship between Turkish English as a Foreign Language (EFL) learners’ self-efficacy level and their use of compensatory strategies (CSs). The study further searched into the most and the least frequently used CSs by Turkish EFL learners. The participants of the study were fifty university students enrolled in the department of English Language Teaching at a private university in Istanbul, Turkey.  Results indicated that the level of self-efficacy among Turkish learners of EFL was high. The top two most frequently used CSs by the learners were concluded to be the use of non-verbal signals (i.e., mime, gesture, facial expression) and circumlocution (i.e., describing an object or idea with a definition). In addition, the two least frequently used strategies were word coinage (i.e., creating a non-existent second language word based on a supposed rule) and avoidance (i.e., avoiding a topic, concept, grammatical construction, or phonological element that poses difficulty). The findings also revealed that the participants’ strategy use was not related to their degree of self-confidence.

It can be said that effective development of intercultural sensitivity depends on the regulations and practices in the curriculum. Integrated program implementations are seen as one of the ways of regulation. In the study, a nested integration model was used in a single discipline. In this context, scientific research methods are considered as a discipline, and the achievements of this discipline and intercultural sensitivity development activities are integrated. Understanding different cultures correctly and not being prejudiced are very important for the development of intercultural sensitivity. Scientific research methods course provides students with scientific attitudes and behaviors. In this course, it is thought that students will be able to develop sensitivity by examining different cultures with scientific attitudes and behaviors. In this context, it is aimed to reveal the effectiveness of intercultural sensitization development activities integrated with scientific research methods course gains. The quasi-experimental design with a pretest-posttest and a control group was used in the study. The study group comprised of 86 second-grade students in the English Teacher Training Department. In order to measure the intercultural sensitivities of the students before and after the test procedure, the five-point likert type “Intercultural Sensitivity Scale” developed by Chen and Starosta and adapted to Turkish by Bulduk, Tosun and Ardic was used as data collection tool. It is concluded that the curriculum of scientific research methods integrated with intercultural sensitivity development activities is effective in developing students' intercultural sensitivities.

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.

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.