The aim of the present study is to identify primary school principals' self-monitoring skills. The study adopted the general survey model and its population comprised primary school principals serving in the city of Diyarbakir, Turkey, while 292 of these constituted the sample. Self-Monitoring Scale was used as the data collection instrument. In data analysis, descriptive statistics, t-test, homogeneity of variances, One-Way Analysis of Variance (ANOVA) and Tukey's test were used. The primary school principals' mean self-monitoring score was found to be 9.72. In addition, primary school principals' self-monitoring skills did not significantly vary in terms of gender and length of service. On the other hand, primary school principals who were class teachers had a higher level of self-monitoring skills than subject teachers; Faculty of Education graduates had a higher level of self-monitoring skills than those of other faculties', teachers serving as principals had a higher level of self-monitoring skills than both principals and assistant principals at a significant level.

With the break of the civil war in Syria, many Syrians have been displaced either internally or as refugees. Turkey, one of the leading host of Syrian refugees, has made changes to the policies to accommodate the needs of Syrians. Education is one of the most prominent needs of displaced refugee children. While 80 percent of refugee children living in camps have access to formal education, only small number of children living outside the camps are attending schools. With the increased number of children, many of the governmental organizations, municipalities, and NGOs have been involved in an effort to establish schools for Syrian refugee children living outside of the camps. This article reports the results of a study conducted at a newly established host community school for Syrian refugee children in the City of Gaziantep during the 2014-2015 school year. The aim of the study was to look at the experiences of administrators, teachers, and a parent who were involved in the establishment of the schools. The study made use of qualitative case study methodology, where interviews, focus group, and field notes were the data sources. The results of the study indicated that there were many systematic challenges involved in the establishment of the school, but nevertheless the teachers, administrators and the parents were happy to have the opportunity to be involved in this effort. The curriculum used in the school provided cultural relevance for the students and made their transition to the context easier. Although the school was established with support from the municipality for that year, there were not solid plans in place to provide sustainability of the school. This study provides a unique insight into the current status of Syrian refugee children living in Turkey and should serve as a bridge to policy makers in designing educational programs for refugees.

Using data from the Programme for International Student Assessment (PISA), patterns of parental involvement were examined in selected OECD countries. The findings showed that, irrespective of educational qualifications, parents were frequently involved in their children’s learning at the start of primary school and at age 15. Cross-national analyses showed that a high percentage of parents were frequently involved in various ways with their children’s learning, with some OECD countries showing parental involvement to be very common. Less instrumental, more subtle forms of parental involvement such as parent-child conversations about topical social issues emerged as the strongest predictor for continuing parental literacy support at age 15. These findings have important implications for understanding patterns and forms of parenting and for guiding family policy to consider cultural, economic and educational explanations about the nature of parental involvement in children’s education.

The major purpose of this study was to explore the social studies teachers’ perceptions and understandings of citizenship education in primary schools in Botswana. The study adopted a post colonial lens by using the notions of the pedagogy of imperialism and contrapuntal criticism to interrogate the teachers’ perceptions of citizenship education. The study was qualitative in nature and employed the naturalistic inquiry paradigm. Qualitative methods were used to collect data. Data were analyzed using grounded theory through the constant comparative technique. The findings of the study revealed that social studies teachers perceived teaching about Botswana as citizenship education. The paradox lies in the teachers’ view that knowledge about Botswana’s cultures, histories and politics constitutes citizenship education. Therefore, the study recommends that citizenship education be re-imagined to take into account both the local and global trends on citizenship education. Furthermore, teachers have to be cognizant of the politics of mainstream academic knowledge and work towards knowledge construction devoid of imperialist ideologies.

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

Kutadgu Bilig is one of the literal works that shed light on Turk-Islam history and culture. In this study, it is aimed to examine Kutagu Bilig in terms of values that are involved in social studies teaching program.  In research, Kutadgu Bilig work that is written by Yusuf Has Hacip and is adopted to Turkish in today by Silahdaroglu is benefitted as a collect data tool. In data collect period, document analyze technique that is one of the qualitative research methods is used and data is evaluated by descriptive analyze. In result of study, it is reached that justice, giving importance to family unit, responsibility, scientificness and honesty values take place mostly and peace value exists least.

In this research, images related to national identity were examined in history textbooks. In the first stage, nationalism, the historical course of the Turkish national identity and related literature were examined, and some components of national identity were determined.  Various categories related to national identity have been formed from the elements obtained. The data about the categories were collected through document analysis.  In the second phase, 8 history textbooks taught in the years 1930-2014 were selected as samples. Content analysis was used in the examination of the mentioned textbooks, and quantitative method was chosen in data analysis. In this context, data obtained by document analysis were analyzed with SPSS 13 statistical program. Chi-square tests, Bonferroni corrections for chi-square tests and graphs were used in the analyzes. The significance level for all analyzes was taken as .05. In the research, it was determined that republic values and revolutions, national struggle and the images related to the founder leader Mustafa Kemal Atatürk be a most used in Turkish Republic Revolution History and Kemalism textbooks concerning national identity.  In addition, it has been found that the images of national symbols such as homeland maps, flag, parliament, and capital are used too much for the national identity.

The aim of this study is to determine the problems, the solutions and the suggestions of the school principals and teachers towards the Syrian refugee students in the primary schools in Turkey. The research group of the study included four school principals and six teachers. The research was conducted by qualitative methods. The results revealed that the school principals mostly live communication, adaptation, accreditation, absenteeism, psychological and financial problems related to Syrian refugee students. Teachers also have problems such as communication problems with these students. Principals have opened ‘support rooms’ for these students; have worked for adaptation of these students, have been in contact with the families. The teachers opened literacy courses and worked to socialize these students with their classmates. Both principals and teachers have primarily proposed the creation of specific curricula for these students and the activities to solve the problem of language and cohesion for these students.

Within the scope of restructuring the secondary education efforts of the Ministry of National Education, it has been decided to abrogate the secondary school level teachers' schools. The purpose of this study is to evaluate Turkey's teacher education practices and the quest for qualified teacher education through the perceptions of the graduates of these high schools. The study is a phenomenological research based on interpretation. Data were obtained through interviews. The data obtained were analyzed in the vetting of candidate teachers, the curriculum to be used in the education process and its accreditation, and whom to be certified as teachers. The main results of this study, conducted with participants from the secondary school level teachers schools’ graduates, show that, in terms of teacher education, teachers' high schools present various opportunities by enrolling successful candidates, educating them as leaders, preparing them for multi-cultural environments. In order to educate qualified teachers, the participants suggest teacher education programs should include individual and group activities, involve training, arts, basic science, and values education courses. In the selection and approval of tenure teacher, besides academic achievement and diploma, advanced communication skills, patience, confidence, and patriotism should be sought in the candidates.

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 advent of the new economy brought university reforms to the limelight, and higher education research concentrated on the study of interactions of multi-level, multi-actor policy reforms, to the detriment of studying policy implementation. The ebbing of implementation analysis in the mid-1980s has probably put researchers off following up policies to the point of delivery, resulting in what critics dubbed a 'missing link'. Policymakers more pronounced need to evaluate the impact of the policies they adopt, inter alia, has led to a renewed interest in bottom-up implementation in other public policy fields, but not as much in higher education research. The article builds on a Network Governance-informed approach for studying policy reform in higher education and adapts it to study of policy implementation with a focus on transition systems. Witte's actor-centered new institutional framework is taken as a springboard, and some of its underlying assumptions are reviewed for that purpose, adding insights from public administration literature (NPM) and Lipsky's street-level bureaucracy (SLBy). Ultimately, it proposes a politics-institutions framework to account for the institutional change entailed to the reforms.

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.

Conflicts are an inevitable phenomenon within organizations. The organization of interest in this study is the elementary school and the conflicts that may emerge into its context. There are many types of conflicts and their consequences vary; there are positive consequences, but also negatives ones. When teachers are to express their opinions on conflicts, they think that conflicts happen often enough, and they recognize both their negative and positive effects. The present study examined teachers’ perceptions on the frequency of certain types of school conflicts and their consequences. The researchers asked teachers working in public elementary schools in Achaia Prefecture, Greece. Personal characteristics of the study’s participants such as age, gender, years in service and teaching specialization were also taken into consideration. It was found that a small percentage of teachers believed that conflicts happen very often. In general, teachers thought that negative consequences are more frequent than positive ones, even though, they recognized the beneficial aspect of conflicts. Lastly, the teachers’ groups that were formed based on participants’ characteristics showed significant differences. Study’s limitations along with suggestions for future research are also discussed.

Domestic violence, separation and divorce are becoming increasingly common and leaving psychological traumas that are not easily healed for family members, especially for children in Vietnamese incomplete family. In this article, we identify the factors affecting the psychological trauma of children in the incomplete families by using Achenbach T. M’s Children Behavior Checklist (CBCL). We design 2 experiments and 3 steps to filter the main factor affected the psychological trauma of children living in incomplete families. In results, we found out that up to 46.42% of children had psychological traumas when living in incomplete family with an extremely high level of 8.16% and an average of 57.14%. The results showed not only by living in incomplete family but also other factors such as the pressure from public opinion and community affected the children psychological trauma. It is necessary to minimize the effect of psychological trauma of children in Vietnamese families.

Initial teacher education (ITE) programmes have been critiqued widely for failing to connect educational theory with everyday practices in schools. More meaningful collaborations between schools and teacher education providers have featured prominently among key recommendations addressing the traditional theory-practice divide. This paper traces and critically analyses one ‘simplex’ story of initiating and leading a large-scale school-university partnership (SUP) network in the Republic of Ireland. Using a narrative approach, the protagonists and researchers of this SUP story bring their ‘simplex’ journey of doing and shaping SUP to life. Analysis of the Irish case study emphasizes the authentic transformation of teacher educators’ institutional identities as a powerful enabler of meaningful collaboration while also highlighting ethical dilemmas that arose for university tutors in the context of deeper relational engagement in the school-university cross-boundary space. Constrained in their ITE praxis by power relations and a disequilibrium of responsibilities, tutors’ doubts, discomfort and, at times, disillusionment led them to readjust their expectations with regard to SUP while also refocusing their energy and hopes in student teachers as collaborative future change agents.

The article addresses the problem of gainful employment undertaken during full-time studies. It analyzes the importance of students’ motivations to work and the selected effects of combining studies and work. It refers to areas that have not yet been investigated by other researchers. The data used in the article come from the survey conducted by the author at the Faculty of Economics, at the University of Economics in Katowice through 2014-2017. The study revealed a strong relationship between the motivations to start work during studies and the following factors: the alignment of a chosen job to the field of study, the opportunity to develop new skills and competencies valued on the labor market, the willingness to continue working for the same employer after graduation, and an employer’s intention to employ a student after graduation. Another connection was identified between the character of the work performed by students and their readiness to change if given another opportunity. The relationship, albeit relatively weak, was also confirmed between the character of the work performed and difficulties experienced by students with combining work with studies and the ability to maintain a balance between time assigned to studying, work and leisure.

Projection in education is one of the important bases for the implementation of the sustainable and crucial strategies to ensure the development of national education, including Vietnam. As a country in Southeast Asia with the distinctive characteristics of culture and history, Vietnam has the certain advantages and disadvantages in the development of education. In this study, the projection of Vietnamese students of each school level in the period of 2015 – 2035, was referred in comparison with the projection of the teacher resource in all school levels as one of the conditions for the basic educational development in Vietnam. The study was conducted using an integrated projection in education’s formula, combined with a census (birth rate - for students; the number of teachers from Department of Education and Training’s reports, the pedagogy students prepare for graduation - for teachers) from 32 provinces and cities of Vietnam and analyzed on the rate of population change over the years. The results showed that the shortage of the teacher resource (especially the preschool teachers) and the erratic increase in the number of the children born in the good years according to the Eastern concept were the anxious issues when developing Vietnamese education and integrating into the global development trend.

Research productivity plays an important role in the prestige and reputation among higher education institutions. However, the time spent to do research among Filipino academics is the most pressing issue since they can barely meet the requirement for research productivity. Further, the lack of time for data gathering aggravated the drawbacks for research productivity. Data gathering is at the core of almost all research activity, the absence of factual and reliable data will lead to an invalid and illogical inference. In research years, there has been a massive agglomeration of data in large volumes coming from diverse sources pertaining to almost all facets of human activity which is worthy of investigation- known today as Big Data. This research has two (2) main objectives; the first is to find out the underlying reasons why Filipino academics are not enthusiastic to do research. The second is to evaluate the value of big data utilization for research productivity based on the assessment of the faculty members. This research used the Rasch model to measure the responses of Filipino academics with regards to their reasons for not doing enough research work as well as on their assessment for value creation of big data utilization using a polytomous item response selection scale.

This study examined the perspectives of teachers of immigrant youth in a high performing school, Gymnasium Baden (a pseudonym), in the southern region of Germany. Academic success in the region has been traditionally designated for ethnic Germans and non-natives who suppress their culture and assimilate into normative German culture. The consequences of failed intercultural education in Europe have prompted increased demands to consider diversity in teacher training and to provide more equitable opportunities for immigrants. In a broader context of limited access and opportunity to higher education among immigrants, this study documented the voices of teachers of high performing immigrant youth. The perspectives of culturally responsive teachers were documented through interviews, within a broader conservative region that has experienced dilemmas of integrating immigrants into school and society. An examination of interview transcripts and ethnographic field notes of student interactions revealed teachers who were overwhelmingly supportive and responsive to immigrant youth.

The purpose of this research was to explore how effective the bottom-up approach to producing and shaping educational legislation is in Ukraine and to identify what observed changes take place in students if the bottom-up approach is simulated in the classroom. Qualitative instruments and observational data were used to yield the data. Those were a survey questionnaire, semi-structured interview questionnaire, and focus group discussion observation checklists and moderators’ and facilitators’ reports. The data were processed using IBM SPSS Statistics 25.0.0.1. Software. The results of the study suggest the bottom-up approach to shaping educational legislation can be considered an option or an alternative to the conventional law-making procedure, at least in the sphere of education, in Ukraine. The use of mock policymaking experience has proven to be an efficient teaching tool. The application of the simulation of the bottom-up approach in the courses entitled “Educational policy” and “National Education Policy” was found to have the potential to encourage students to participate in the processes of shaping education policy, legislation, and regulation. The approach accelerated the desire of the students to participate in the processes of shaping education policy, legislation, and regulation. It also brought a change to the students’ vision of the school structure, the content of education, and the way the teacher is motivated. The intervention also brought a positive change to the students’ behaviour as citizens and their motivation as teachers-to-be.