This study aims to determine socialization situations via sport-based physical activity among students at a school of physical education and sports in terms of their demographic features. The population of the study comprises of 480 students studying in different departments at School of Physical Education and Sports at University of Yozgat Bozok during 2017-2018 academic year. The sample of the study comprises of 300 students selected based on convenience sampling method and studying at different departments of School of Physical Education and Sports at University of Yozgat Bozok during 2017-2018 academic year. Personal information form and socialization via sport-based physical activity developed by Yildirim was used as a data collection tool in this search. Frequency analysis, arithmetic mean, t test, Anova test and post-hoc tests were used in the data analysis. The findings of the study demonstrate that significant differences were found between socialization sub-dimensions and sport-based physical activity in terms of gender, monthly expenses, academic department and sports branch varibles (p<.05).

The aim of the study was to examine the relationship between basketball referees' performance scores gained during a season and their self-efficacy levels. The study was conducted in correlational design and the accessible sampling method was used for the sample selection. The sample of the study consisted of 64 Class-B referees (2% (n=3) were females and 98% (n=61) were males) who actively served in the 2016-2017 season within Turkish Basketball Federation. A demographic information form, "The Referee Self-Efficacy Scale" developed by Karacam and Pulur, and performance scores calculated by the Central Arbitration Committee of Turkish Basketball Federation were used as data collection tools. Data analysis was conducted using SPSS 21 and AMOS programs. The Pearson-Product Moments Correlation Coefficient was used to determine the relationships between the variables. As a result, a positive significant relationship was found between basketball referees' physical fitness, game knowledge, decision-making, pressure, communication, REFS total score, and their performance scores and the variables age and the number of matches refereed. Moreover, a positive significant relationship was found between basketball referees' physical fitness, game knowledge, decision-making, pressure, communication, and REFS total score and their performance scores.

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

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.

Technology is an indispensable part of the educational curriculum, and large budgets have been allocated to provide technological infrastructure in secondary education institutions in Turkey. It is important that teachers have the technological pedagogical content knowledge (TPCK) to successfully integrate technology into their courses. The aim of this study is to examine the development of the TPCK of a mathematics teacher who participated in in-service training course organized for the use of Geogebra software in geometry teaching. The in-service training is designed in accordance with the Technology Integration Model stages, and Geogebra software is used taking into account the learning outcomes of 9th and 10th grade secondary school geometry. The case study method has been employed, and data was collected through interviews, observation, self-assessment forms, and field notes. The findings show that the in-service training helped the maths teacher integrate technology in the teaching and developed the knowledge of curriculum, students’ understandings and learnings, and instructional strategies and methods. With regard to research recommendations and results, professional development programs that will provide TPCK development can be organized so that teachers can use the ever-evolving technologies in their classes along with the appropriate pedagogical approaches.

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.

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.

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.

This research study aims to evaluate the graduate theses and articles conducted on the concept of instructional leadership over the period between 2002 and 2017 in Turkey by means of methodological and statistical analysis techniques. In the study, which is configured by using the case study design as one of the qualitative research methods, the related theses are obtained from the database of the Council of Higher Education Thesis Center in Turkey, whereas the related articles are provided through article archives of the National Academic Network and Google Scholar website. The data collected via the academic publication evaluation form are evaluated by frequency analysis using. In the study, 104 postgraduate theses and 35 articles on instructional leadership are conducted, many of which using scales as data collection tools. Lack of due diligence in validity and reliability studies, selection of mostly teachers for sampling, and usage of descriptive t-test and one-way ANOVA techniques in data analyses are detected. As a result, it is shown that similar studies using similar datasets and the same data collection tools have been carried out on instructional leadership. Mixed research and scale development studies in which qualitative and quantitative methods can be used collocation.

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.

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

Teaching is a sacred profession performed by self-sacrificing individuals with high responsibilities who are aware of their roles, have undertaken the task of raising future generations, make easier individuals’ process of becoming citizen in a way to ensure the peace and welfare of the communities, and allow them to learn knowledge, skills, attitudes and behaviors. By Ataturk’s saying, "Teachers are the most devoted and respectable factors of human society all over the world". In hadiths, the sanctity of teaching is expressed as, "Only those two people are admired enviously: The person who uses up and consumes the goods bestowed by Allah on him in the right way, and the person who properly rules over by the wisdom to him by Allah and who also teaches it to others.” From early childhood to puberty, the person studying in public institutions establishes a spiritual association with his/her teacher. The psychical aspect of teaching is also quite predominant. The role of teaching is sometimes mixed up with the roles of mother, father, sister and brother. There are many students who keep fresh their relationships with teachers for many years although their education and training activities do not continue. Based on these, the starting point of the study is about which characteristics the teacher must have to become an ideal teacher. This study was carried out to determine the characteristics of an ideal teacher in line with the opinions of the participants of the faculty of education and pedagogical training program in a University in Istanbul. The research was carried out in the screening model. The research data were collected through semi-structured interview technique to find out student opinions in a clearer way. The study group of the research was established in accordance with the voluntary basis from among the students from the psychological counseling and guidance department, Turkish teaching department, gifted children teaching department and English teaching department and the students who are enrolled in the pedagogical training certificate program in a University, in Istanbul, in the 2015-2016 academic year. Face to face interviews were conducted with each participant in the researcher's working office for half an hour on an average. At the beginning of the interview, students were asked about their genders and the graduated university, department and faculty. Within the context of the interview, the question of "what are the characteristics of an ideal teacher for you" was posed to participants. The personal and professional characteristics that an ideal teacher should have were determined according to the opinions of teacher candidates. The discussion section was structured by the research findings in the literature, and the study was finalized with suggestions.

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.

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 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.

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

The main purpose of this research is to examine the relationship between levels of organizational happiness and organizational socialization of physical education and sport teachers. The research is quantitative and correlational model. The population of the research is composed of 257 physical education and sports teachers working in Siirt province. The entire universe was tried to be reached and 244 physical education and sports teachers were reached at the target stage. Within the scope of the research, 2 measurement tools were used. The Organizational Happiness Scale was developed by Bulut. The ''Organizational Socialization Scale'' was developed by Erdogan. Some of the research results are as follows: Arithmetic mean, standard deviation, correlation and simple regression tests were used in the analysis of the research data. Teachers' organizational happiness levels are high and organizational socialization levels are very high. There is a high level of positive correlation (r =, 67) between the levels of organizational happiness and organizational socialization of teachers. Teachers' organizational happiness is predicting organizational socialization. The model explains organizational socialization by 55%.

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.

In the research, it was aimed to teach responsibility to the students, ensure and develop awareness of leadership behavior using a leadership program, and also examine the effectiveness of the Teaching Personal and Social Responsibility (TPSR) model in terms of forming a leadership behavior. The study group consisted of 55 students in high school 1st grade attending Ankara Turkish Volleyball Federation Sports High School. In the study, mixed methods pattern with embedded semi-experimental pretest-posttest control group was used. While a 32-hour leadership program was being applied to the students in the experimental group, the current curriculum was continued to be taught for the students in the control group. As data collection tools, the Personal and Social Responsibility Behavior Scale, the Leader Behavior Description Questionnaire, a semi-structured individual interview form, and field notes were used. For findings; descriptive statistics and One-way Analysis of covariance (ANCOVA) were used in the analysis of quantitative data, and content analysis method was used in the analysis of qualitative data. As a result, the leadership program including 16 lectures delivered during eight weeks was effective in terms of teaching responsibility to the students of Sports High School and forming and developing leadership behaviors.

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.