Mathematics is well known as a subject area where there can be problems in terms of understanding as well as retaining positive attitudes. In a large study involving 813 school students (ages approximately 10-12) drawn from two different school systems in Pakistan, the effect of limited working memory capacity on performance in mathematics was explored along with a survey of areas of difficulty and student attitudes. This involved looking at student perceptions of their experiences, the nature of the difficulties they have with mathematics and possible reasons for these difficulties. The overall aim is to explore the extent of the effect of working memory and to gain insights so that practical ways forward to enhance mathematics education can be identified. It was found that limited working memory capacity has a very strong influence on performance, confirming other studies. Indeed, if the cognitive load exceeds the capacity of working memory, understanding becomes a casualty, with consequent attitude deterioration. Students need to be able to see that mathematics has a purpose in being able to be applied to real-life situations. However, attempts to develop applications may often generate further working memory overload. Curricula devised by those outside the classroom can sometimes be inappropriate while topics causing the greatest problems at these ages and include areas of geometry, statistics and the applications of mathematics.

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.

Gender differences in mathematics learning outcomes are still evident in many countries participating in large scale international testing, as well as in national testing in Israel, the context in which the study reported here was conducted. The participants were 281 students from three Israeli elementary schools and were in grades 4 and 6. The students completed a questionnaire with items based on a selection of variables included in explanatory models for gender differences in mathematics. It was found that many students held gendered beliefs related to mathematics learning, particularly when the questions asked related to themselves or to significant others in their lives (parents and teachers); the views of the majority of students were gender neutral. When presented with two photographs -a man, and a woman- and asked who was the one more likely to work with mathematics, it was clear that the students’ choices and explanations echoed perceptions of mathematics as a male domain.

The purpose of this study is to determine the attitude towards Turkish Course and reveal the perception of students towards Turkish Course and teacher. In this context, a personal information form and Attitude Towards Turkish Course (ATTC) Scale were applied to 419 students who receive education in the center of Kirsehir province, in Turkey. In addition to that, the metaphors of students towards Turkish teacher and course were compiled by means of semi-structured interview form. The students were also required to draw pictures that express their feelings towards Turkish Course. The results can be summarized as follows: it was seen that Turkish teachers were likened to an “angel”, “cotton” and “panda”, and happy emojis and heart figures were drawn towards Turkish Course. It was understood that the attitudes of- female students in comparison to male students, the ones who possess a phone to the ones who do not, the ones who have a higher literacy level to the ones with lower literacy level, the ones with more social media followers to the ones with less followers and the ones who spend more extracurricular time with to the ones who do not- have been developed more positively.

The research was conducted to determine the opinions of students (10-11 years) on their engagement to mathematics course. These students are 5th grade students at a secondary school in Turkey. Qualitative research method was used in the research. At the study, designed as case study, a total of seven secondary school students were participated the research. The study group was constituted with “snowball sampling” technique of purposeful sampling methods. The data was collected by a semi-structured interview form. Sixteen-page interviews obtained from the interviews were transferred to the computer. Data analysis was performed in content analysis. Codes were listed as a result of analysis. Common themes were constituted from the codes. As a result of the research, three themes, (cognitive, social and emotional engagement) eleven sub-themes and eighty nine codes were determined. It was seen that the students’ most preferred superficial strategies in terms of cognitive engagement; negative opinions towards group work in terms of social engagement; value given to math course in terms of emotional engagement. Students preferred least getting support sub-theme in terms of cognitive engagement; competitive sub-theme in terms of social engagement; value to the mathematics teacher sub-theme in terms of emotional engagement.

Computational thinking (CT) is a method for solving complex problems, but also gives people an inventive inspiration to adapt to our smart and changing society. Globally it has been considered as vital abilities for solving genuine issues successfully and efficiently in the 21st century. Recent studies have revealed that the nurture of CT mainly centered on measuring the technical skill. There is a lack of conceptualization and instruments that cogitate on CT disposition and attitudes. This study attends to these limitations by developing an instrument to measure CT concerning dispositions and attitudes. The instruments' validity and reliability testing were performed with the participation from secondary school students in Malaysia. The internal consistency reliability, standardized residual variance, construct validity and composite reliability were examined. The result revealed that the instrument validity was confirmed after removing items. The reliability and validity of the instrument have been verified. The findings established that all constructs are useful for assessing the disposition of computer science students. The implications for psychometric assessment were evident in terms of giving empirical evidence to corroborate theory-based constructs and also validating items' quality to appropriately represent the measurement.

The purpose of the present study is to examine the contribution of professional learning community of pedagogical instructors, training teachers, and teaching students in clinical model for teacher education to their professional development. The prior is carried out through examining a variety of categories: namely, collaborative learning, personal responsibility, collective responsibility, reflective pedagogical discourse and action research, knowledge development and learning processes. Thirty-three members of the learning community constituted the study community. The research tool is a multiple-choice questionnaire that was developed for the requirements of the research and personal feedback on open-ended questions. The quantitative data collected by the questionnaire indicated that the learning community of the clinical model for teacher education contributed greatly to the professional development of all participants regardless of field of knowledge, role in the training process, and the curricular activities offered by colleges and schools. The findings revealed a negative relationship between the field of teacher education among the participants on the one hand, and professional development on the other hand.

Numerous events occur in students' educational trajectories that are linked to school success. Some of these events are related to school-related factors. Moreover, these factors alter the quality of students' engagement, generating the risk of dropping out of school. The objective of this research has been to explore, compare and understand the different events that occur in the school trajectories of at-risk youths that are related to the existing dynamics in schools. In order to achieve this objective, a narrative research based on the life stories approach was developed. For the reconstruction of the stories, the technique of in-depth interviews and mixed data analysis was used, by means of different analysis techniques. The main conclusions reached after the research have been highly relevant for studies on educational trajectories of at-risk youth. The different factors associated with schools affect the trajectory and involvement of students. There are certain dynamics that have a greater presence in some stages or others, however, all of them can positively or negatively affect the quality of student engagement. Finally, it is shown that the key lies in the way in which the different dynamics of schools develop, i.e., how the dynamics associated with certain factors develop.

Environmental damage must be taken seriously. Strengthening human attitudes to preserve the environment is the keyword, and strengthening the aspects of knowledge about the environment must be pursued. However, a scientific basis is needed that shows that it is true that strengthening the aspects of knowledge about the environment can improve a person’s attitude toward preserving the environment. The purpose of this research is to find the relationship between a person’s knowledge and their behavior in preserving the environment. By defining the general picture of the relationship between knowledge and attitudes, future accurate educational policies can be taken in the context of environmental protection. This research is a meta-analysis of correlation types. The inclusion criteria for selecting the data are as follows: studies published from 1999 to 2022 in English, analyzed by correlation analysis, have descriptions of many samples and correlation indices, and published in Google Scholar-indexed journals. Based on this inclusion criteria, 23 studies were selected containing 36 relevant sets of research data. The results showed that there was a correlation between knowledge and a person’s attitude toward the environment (.37). Assuming a 95% confidence level, the real score ranges from 0.26 to 0.48. The publication bias test using the trim and fill method showed that none of the data contained biased publications, so the meta-analysis results could be declared valid. Now, there is an urgency to expand environmental education to encourage the development of good attitudes by the community toward the environment.

During COVID-19 in Athens, Greece, 535 general education and 170 special education teachers were tested for computer use self-efficacy, ICT competence, and computer attitudes. Demographic and occupational factors impacted computer attitudes and computer use self-efficacy. The GCAS and GCSES showed that general and special education teachers liked computers. Teachers were computer-savvy and confident. Computer attitudes boosted computer use self-efficacy. Computer self-efficacy is strongly linked with computer attitudes, subscales of confidence and affection and moderately linked with cognitions about computers. Age, position, and ICT training substantially influenced computer attitudes and computer use self-efficacy. ICT-trained teachers had improved their attitudes and computer use self-efficacy. Computer self-efficacy and attitudes about computers did not change for special education teachers, but computer confidence increased. Except for those under 25, younger teachers demonstrated higher computer self-efficacy than older ones.