This is a descriptive study investigating the perception of children about discipline through metaphors developed by them. A total of 445 students participated in the research and the data was collected with the “Discipline Metaphors Survey (DMS)” developed by the researchers. At the end of the study, 143 metaphors, 94 positive and 49 negative, about discipline were gathered. The participating children mostly perceived discipline as a phenomenon guiding their behavior, maintaining the order, and as being necessary for the social life. Learning and development, self-control, protection mechanism, planned and ordered study, as well as collaboration are further positive perceptions of discipline. Negative metaphors, on the other hand, were usually power and control oriented and the discipline committee was described as the ultimate authority entity. Based on the students’ views, discipline was provided through classroom rules and for misbehavior the teachers tended to use warnings, shouting/scolding and punishment. School rules, dress code as well as prohibited product checks at the entrance of the school, the Discipline Committee and discipline rules were reported as the most common practices of discipline in school. Most of the students who thought that punishment is necessary for discipline stated that the punishment should not involve physical violence and that it should be reasonable. Further expectations of the students found in the study included warning without shouting, doing enjoyable activities to address individual differences, informing everybody about the rules. Children’s perception about discipline was usually affected by their teachers followed by their family and the school administration respectively.

In this research, After I have realized some technological applications in the course of general physics laboratory II of the science teacher program, this research aims to examine the effects of the students' attitudes towards technology and the information of the communication technology (ICT) with the mixed method. For this application, after the introduction of Arduino was done, it was used as a measuring instrument in the laboratory; it also used the Fritzing program for circuit diagrams and the e-support system for sending poster studies. The research was carried out with the 50 first-year students of the department of science education at Kocaeli University. In this study, the attitude scales toward technology and ICT were used to collect the quantitative data, and a semi-structured interview form was used to collect the qualitative data. For the quantitative analyses in the study, “t-Test for Dependent Groups” and “A Two-Way ANOVA was used for Complex Measurements”, for the qualitative analyses, “Descriptive Analysis” was used. The two analyses were combined according to the mixed method research model and interpreted. The results of the research showed that technological applications in the physics of the laboratory such as using arduino, fritzing program, and poster studies have a significant effect on the attitudes of students in the study group toward technology and ICT, and it was supported by the qualitative research.

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.

This study aims to investigate the anxiety levels of secondary school students towards science course depending on a number of variables. Research sample consists of 2245 students who continue their education at public schools in Denizli in the academic year of 2017-2018. "Anxiety Scale for Science Course-which is developed by Kagitci and Kurbanoglu and "Personal Information Form" are used as data collection tools in the research. SPSS 22.0 package program is used for analysis of the data. Descriptive survey model is used in research. Parametric tests including One-Way ANOVA and independent samples t-test are used for analyzing data. As a result of the research, it is found out that secondary school students’ science anxiety levels significantly differ depending on the variables such as class level, the grade they received in science course, scientific books they read, the documentaries they watch, enjoying the science course and science teacher, educational level of parents, reviewing what they learn in science course and experiencing parental pressure for studying science course. However, there is found no significant difference between students' anxiety levels in terms of gender and their getting support while studying science.

Among school psycho-social factors with considerable effect on student outcomes are both school and classroom climate.  Because how students perceive the classroom climate strongly predicts achievement, measuring classroom climate gains importance and the need for testing the existing results across cultures persists.  In this study, we assessed the validity and measurement invariance of the Turkish adaptation of the Student Personal Perception of Classroom Climate Scale (SPPCC) developed in English (US).  Confirmatory factor analyses (CFA) and measurement invariance (MI) analyses by sex were performed on 629 students’ data.  CFA results confirmed the factorial structure of the SPPCC.  Results of the MI analyses showed that the SPPCC measures the same construct for females and males in a non-English context.  Latent mean comparisons revealed girls perceived the classroom climate more positively than boys.  We concluded that this study in the Turkish context is a further step in developing evidence of the extent to which SPCC provides psychometrically sound scores.

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.

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 purpose of the current study is to determine pre-service teachers’ opinions about 21st century learner and teacher skills. The study group of the current research is comprised of 391 senior students from an education faculty. As the data collection tool, the 21st century Learner Skills Use Questionnaire and 21st Century Teacher Skills Use Questionnaire were employed. In the analysis of the collected data, frequencies, percentages, arithmetic means, independent samples t-Test, One-Way Anova, Correlation, Mann Whitney-U, Kruskal Wallis techniques were used. The findings of the study revealed that the pre-service teachers’ opinions about 21st century learner and teacher skills vary significantly depending on the variables of gender, department attended, academic achievement, experience of private tutoring and practicum teaching (doing practicum teaching at elementary and secondary schools). As a result, it was concluded that the pre-service teachers are ready for using 21st century learner skills (cognitive skills, autonomous skills, collaboration and flexibility skills, innovativeness skills) and teacher skills (administrative skills, technopedagogical skills, affirmative skills, flexible teaching skills, generative skills). However, it was also found that the pre-service teachers were not able to make enough use of learner and teacher skills during their practicum teaching at schools. Moreover, a positive, medium and significant correlation was found between 21st century learner skills and 21st century teacher skills.

The aim of this research is to examine the effects of creative writing activities on the reading and writing attitudes of fourth grade students. This research is a one-group pretest-posttest design of quantitative research methods. The study population of the study is the fourth grade students who are studying in Sorgun district of Yozgat province in Turkey. Cluster sampling was used in the sampling selection. A total of 35 students are in the sample. Creative writing activities were realized for the students for two months. Mean, standard deviation, paired samples t-test were used in the analysis of the data. As a result of the research, creative writing activities led to an increase in reading, writing and language lesson attitude of elementary school fourth graders. Increase in language lesson attitude is significant. The mean increase in Turkish lesson attitude scores was .39 with a 95% confidence interval ranging from 3.43 to 3.82. The effect size statistic (r=.32) indicated a medium effect size.

Participation is recognised as an important indicator of school inclusion and educational success of children with and without disabilities and one of the fundamental human rights. In particular, the participation in leisure activities plays a vital role in children’s life and needs to be given a higher attention. The aim of the present exploratory study was to reflect on the inclusion of children with disabilities in Portuguese schools, by portraying and comparing their participation profiles in leisure activities to those of typically developing peers. The participation patterns in leisure activities of 61 children with disabilities and 114 children without disabilities were assessed. Results indicate that the pattern of participation of children with and without disabilities differs whether they are school or community-based activities. Regarding school-based activities, findings reveal that children with disabilities participate more frequently in these activities, but in solitary and constrained spaces at school compared to children without disabilities. For community contexts, our findings indicate that children with disabilities participate in less diverse activities than children without disabilities. In addition, the range of activities is correlated to their level of independence. This exploratory study contributes to an understanding of the pattern of participation of children with and without disabilities.

This research aims to examine the current situation of multicultural education in elementary schools. Therefore, the views of the classroom teachers on multicultural education have been examined and multicultural education activities have been observed in the classes. Having a case study research method which is considered as one of the qualitative research designs, the study hosts a total of 15 classroom teachers who worked in the province of Elazig during the 2016 and 2017 academic year. The maximum variation sampling method has been used in the research. The research has employed semi-structured interview and observation forms. The research data has been analyzed through content analysis. Research results have revealed that most of the teachers perceive multicultural education as education presented to the individuals with different ethnic identities. Teachers' perceptions towards multicultural education have been identified to be similar in terms of their gender, seniority and educational status. Teachers mostly do student-centred activities related to multicultural education, use drama and case studies in their classes. While practising multicultural education, teachers mostly encounter with student-related problems. The majority of the people have recommended that parents be trained on the relevant subject. Similar results have emerged in the observations made by the researcher. Based on the research findings, several recommendations have been provided. Primary school curricula should be organized taking multicultural education into consideration, and the problems identified by teachers should be eliminated by those concerned.

The primary goal of this research is to explore absenteeism tendency, and the attitudes towards absenteeism and cheating of students who attended the teacher certificate program. In addition, this research aims to identify the views of students and lecturers on cheating and absenteeism. A sequential explanatory mixed-method research design was employed in this research. The sample of the quantitative data was 321 teacher certificate program students studying at Mugla Sitki Kocman University, Turkey. Absenteeism tendency, cheating attitude and absenteeism attitude scales were used to collect the data. Descriptive statistics, correlation, independent t-test, one-way analysis of variance (ANOVA) and Tukey HSD tests were used to analyze the data. Qualitative data was collected through semi-structured interview forms. 14 students and 14 lecturers were interviewed, recorded, and transcribed. Qualitative data was analyzed through quantitative content analyses and descriptive analyses. Research findings show that verbal field students have significantly more positive cheating attitudes than quantitative field students. While cheating attitudes show no significant difference between genders, students in physical education departments have higher scores in the dimensions of environmental conditions and opportunity and ability than verbal and quantitative field students. Both students and lecturers describe cheating as “unfair behavior and plagiarism,” and absenteeism as a “right” in unavoidable situations. It is emphasized that the active participation of students in classes mostly depends on the instructor.

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

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

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 examine students’ bullying toward teachers and classroom management skills in terms of various variables. The sample of the study consisted of 422 participant teachers. The ‘Bullying toward Teachers Questionnaire’ and ‘Classroom Management Skills Scale’ were used as data collection instruments. According to the results, it was determined that 57.2% of participant teachers have not been bullied whereas 42.8 % have been bullied by their students. The teachers who have been bullied by their students were mostly woman, had undergraduate degrees and more than 16 years of teaching experience. There was no significant difference of teachers’ total scores and two sub-dimension scores of CMSS according to gender, school type, education level and years of experience variables. There were significant differences between bullied and non-bullied teachers’ total scores and two sub-dimension scores obtained from CMSS. It is evident that non-bullied teachers’ mean scores obtained from two sub-dimensions and total scores of CMSS were significantly higher than those of the bullied teachers.

The aim of this study was to investigate the attitudes of music teacher candidates on computer self-efficacy perceptions and digital technology according to different variables. In this research, correlational survey model is used as a general survey model and also during data collection process of research, criterion sampling is used as purposive sampling.   The focus group of the research consists of 102 students studying music education at Ondokuz Mayis University in the 2018-2019 academic year. Computer Self-Efficacy Perception Scale and Attitude Scale towards Digital Technology Scale were used as data collection tools for the study. According to the results of the study, it was found that there was a significant relationship between the levels of computer self-efficacy perception and the attitudes towards digital technology of the music teacher candidates who participated in the research. The self-efficacy perceptions of the students significantly differed according to their gender, to have a personal computer and the time they first used the computer for educational purpose and their attitudes towards digital technology significantly differed according to their gender, class level and computer ownership.

A modern teaching method influences both direct and indirect learning achievement through the student's nonacademic factors. The researcher has an intention to examine the influences of new teaching methodology on mathematics achievement towards mathematics attitude, achievement motivation, and self-efficacy of students as mediating variables (n teacher = 117, n student = 2,205). The Multilevel Structural Equation Modeling revealed that attitude towards mathematics is the most important factor in explaining the academic achievement of individual students. It could be explained the variance with achievement motivation and perceived self-efficacy of students by 60.50%. As for the modern teaching method, there was a positive effect on achievement both directly and indirectly through all three factors with statistical significance and explained conjointly about the variance of student achievement in each classroom by 99.00%. This finding suggests the importance and direction of teaching design that covers the development of relevant factors as proposed in discussions and implementations.

The purpose of this study is to determine whether or not teachers’ lifelong learning tendencies vary by gender, professional field, educational level of service, professional seniority, and frequency of reading a book, magazine, and newspaper. The study employs a descriptive research model. Its population consists of primary teachers and field teachers working in the central district of Kayseri province, located in the middle part of Turkey, in the 2015-2016 academic year. The study group consists of 380 teachers chosen from this population through stratified sampling. The data were collected through Personal Information Form and Lifelong Learning Tendency Scale developed by Diker-Coskun. The obtained data were analyzed via SPSS 20.00 at 0.05 significance level. The study revealed that the teachers working in the middle part of Turkey have low lifelong learning tendencies. Also, the study determined that the teachers’ lifelong learning tendencies significantly vary by gender, professional field, educational level of service, and frequency of reading a book, magazine, and newspaper, but professional seniority is not a factor that leads to a significant difference in lifelong learning tendency.

The purpose of this study is to examine the fears of children who are 6-10 years old via drawings. In this study, phenomenology research design which is among qualitative research methods was used. The study group of the study consisted of 314 children aged between 6 and 10 years in three primary schools in Kirsehir city center in 2017-2018 academic year. The data obtained from the participants were analyzed by using the content analysis method. As a result of the research, the drawings were collected under 6 categories according to their similar characteristics .When the drawings obtained from the children were classified, it was seen that the most fear is related to the category of animals, while the least fear is related to the drawings of the category of fears related to medical. In addition, children preferred to use black, red, blue, yellow and green colors in their fear themed drawings.