The aim of this study was to investigate the VMLSE perception levels of eighth grade students and differentiations based on variables of gender, state of success, final grade and ability to relate mathematical concepts to daily life and examine their views on this issue. The exploratory design of mixed method, which includes both quantitative and qualitative methods, was used in the study. The survey method was used in the quantitative dimension of the study. In qualitative dimension, phenomenological design which is one of the qualitative research designs is used. The data obtained from the quantitative dimension by VMLSE perception scale were analyzed by t-test and one-way analysis of variance. The data obtained from the semi-structured interview form were analyzed by using the content analysis method for the qualitative dimension of the research. As a consequently, there was a significant difference in VMLSE perceptions based on the variables of final grade, finding one’s self successful in the field of mathematics and ability to relate mathematical concepts; however, there was no significant difference based on gender. Additionally, it was found, the students had the idea that having VMLSE perception would affect mathematics success positively. 

Three methodological approaches were applied to understand the role of interest and self-efficacy in reading and/or writing in students without and with persisting specific learning disabilities (SLDs) in literacy. For each approach students in grades 4 to 9 completed a survey in which they rated 10 reading items and 10 writing items on a Scale 1 to 5; all items were the same but domain varied. The first approach applied Principal Component Analysis with Varimax Rotation to a sample that varied in specific kinds of literacy achievement. The second approach applied bidirectional multiple regressions in a sample of students with diagnosed SLDs-WL to (a) predict literacy achievement from ratings on interest and self-efficacy survey items; and (b) predict ratings on interest and self-efficacy survey items from literacy achievement. The third approach correlated ratings on the surveys with BOLD activation on an fMRI word reading/spelling task in a brain region associated with approach/avoidance and affect in a sample with diagnosed SLDs-WL. The first approach identified two components for the reading items (each correlated differently with reading skills) and two components for the writing items (each correlated differently with writing skills), but the components were not the same for both domains. Multiple regressions supported predicting interest and self-efficacy ratings from current reading achievement, rather than predicting reading achievement from interest and self-efficacy ratings, but also bidirectional relationships between interest or self-efficacy in writing and writing achievement.  The third approach found negative correlations with amygdala connectivity for 2 reading items, but 5 positive and 2 negative correlations with amygdala connectivity for writing items; negative correlations may reflect avoidance and positive correlations approach. Collectively results show the relevance and domain-specificity of interest and self-efficacy in reading and writing for students with persisting SLDs in literacy.

The fact that the prospective Turkish teachers’ having a command of different methods and techniques as being Turkish teachers of the future is important in terms of its positive effects on the comprehension and expression skills of the middle school students. This study used the case study design and the qualitative approach. The aim of the research was to test the effectiveness of literature circle method and contribute to the field in theoretical and practical context. Fourty-six prospective Turkish teachers were conveniently sampled from the state university in Istanbul, to participate in the study. During six weeks, the opinions of prospective Turkish teachers who applied literature circle method were collected through unstructured interview forms. The data collected were subjected to a content analysis. It was concluded that prospective Turkish teachers found the method of literature circle favorible, in terms of cooperation, solidarity, gaining different perspectives, revealing hidden talents, developing self-confidence, aesthetic pleasure, enriching vocabulary and catching the details.

The aim of the study is to examine the pre-service teachers’ problem solving skills and curiosity levels according to different variables and to determine whether there is a relationship between them. The research was designed as a descriptive study in the survey model. The sample of the study consists of 1st and 4th grade pre-service teachers in the departments of German, Science, English, Mathematics, Music, Pre-school, Painting, English, Mathematics, Turkish Language Teaching at a university in Turkey. “Curiosity Scale” adapted into Turkish by Demirel and Diker Coskun, “Problem Solving Inventory” adapted into Turkish by Sahin, Sahin and Heppner  and “Personal Information Form” prepared by the researcher were used as data collection tools. In the analysis of the data obtained, SPSS-Windows 22.00 package program was used and descriptive statistics and parametric tests were applied in accordance with the sub-problems of the study. In addition, a correlation analysis was conducted to determine whether there was a relationship between pre-service teachers’ problem solving skills and curiosity levels. Based on the findings, suggestions about the problem solving skills and curiosity levels of the prospective teachers were presented.

Our goal for this article is two-fold: 1) to examine the efficacy of participatory concept mapping as an integration tool for mixed methods research (MMR), and 2) to explore, using concept mapping, pre-service teachers’ epistemic cognition (EC) and its relationship to teaching orientation (TO).  Using a combined developmental and dimensional framework, preservice teachers’ (N=48) concept maps about their (EC) and (TO) were investigated.  Analyses revealed that the majority of the participants were consistent with the EC profiles of either: 1) absolutist, 2) multiplist, or 3) evaluativist.  Participants’ EC and TO were clearly linked and implications for learning, instruction, and teacher education are discussed. Finally, concept mapping was deemed an effective tool for MMR especially as it pertains to integration.

This study describes the development and validation of a psychometrically-sound instrument, the Active Learning Strategies Inventory (ALSI), designed to measure learners’ perceptions of their active learning strategies within an active learning context. Active learning encompasses a broad range of pedagogical practices and instructional methods that connect with an individual learner's active learning strategies. In order to fulfill the study's goals, a conceptual framework on learners’ active learning strategies was developed and proposed, drawing upon the research literature on active learning. The development and construct validation of the Active Learning Strategies Inventory (ALSI), based on the conceptual and methodological underpinnings, involved identifying five scales of learners’ active learning strategies: engagement, cognitive processing, orientation to learning, readiness to learn and motivational orientation. An item pool of 20 items was generated following an extensive review of the literature, standardized card sorting procedures including confirmatory factor analysis and scale validation of a pilot (n = 407) survey. The ALSI scale demonstrated strong internal consistency and reliability with a Cronbach's alpha ranging from 0.81 to 0.87. High item loading scores from the factor analysis provided initial support for the instrument's construct validity of the five-factor model. The ALSI scale provides a reliable and valid method for researchers and academicians who wish to measure learners' perceptions of their active learning strategies within an active learning context. Finally, we discuss the implications and address the limitations and directions for future research.

It has been well documented that oral language skills are precursors of the development of written abilities, meaning that improving oral language skills, e.g. vocabulary, listening comprehension, could have positive effects reading comprehension. The main aim of the present study was to analyze the effect of a training program focused on four components of comprehension ability provided in listening or written modality on first-graders’ reading and listening comprehension. The training programs were implemented by school teachers as part of the class’s normal school activities, under the supervision of experts. Their efficacy was compared with the results obtained in a passive control group. Our results showed that both the training programs produced positive effects on listening and reading comprehension (by comparison with a passive control group), and that the gains in reading comprehension were maintained at a five-month follow-up. Findings demonstrated specific improvements in listening comprehension with the listening modality program, as well as an improvement in the modality not directly trained. A similar cross-modality effect was found from the written modality training group, therefore confirming the strict relation between oral and written abilities. Reading comprehension performance of first graders can be improved with activities provided in listening and written modality. Hence, it is possible to enhance reading comprehension even before decoding and fluency in reading are acquired.

This research aims to explore the effectiveness of interdisciplinary education program based on multicultural education on the tolerance value, attitude and critical thinking skills of the fourth grade primary school students. Single group pre-posttest design has been used in the study. The research has been carried out with 30 fourth-grade students, at a primary school located within the district of Karakocan in Elazig during the 2015-2016 academic year. Among the participants, 15 are females and 15 are males. The research has employed Tolerance Attitude Scale developed by Kaptan-Yarar, tolerance value and critical thinking story tests and scoring rubrics. Descriptive statistics and dependent samples t-test have been used during data analysis. Research results have revealed a statistically significant difference between critical thinking scoring rubric, tolerance value scoring rubric and tolerance attitude scale pretest-posttest scores in favor of posttest. Based on these results, it can be said that the interdisciplinary curriculum developed based on multicultural education improves students' critical thinking skills, tolerance value and attitudes.

This study aims to identify the effect of metacognitive awareness of reading strategies on self-efficacy perception in reading comprehension of secondary school students and whether self-efficacy perception in reading comprehension of secondary school students differs according to the variables such as their gender and reading habits. In this correlational survey model study, data were collected from the sample of 380 students of 8th grade by using ‘Metacognitive Awareness of Reading Strategies Inventory’ developed by Mokhtari and Reichard and translated into Turkish by Ozturk; and ‘Self-Efficacy Scale in Reading Comprehension’ developed by Epcacan and Demirel were used. The data gathered were evaluated statistically by multivariate analysis of variance (MANOVA) with the help of the SPSS program. As the results of the study, Reading Visual Comprehension, Self-regulation in Reading and Reading Self-confidence subscale scores of self-efficacy perception in reading comprehension, were found to be statistically and significantly larger in the groups that have a tendency to finish books that they start. Moreover, Reading Visual Comprehension, Self-regulation in Reading and Reading Self-confidence subscale scores of self-efficacy perception in reading comprehension, were found to be statistically and significantly larger in the groups that have advanced level of reading habits. Additionally, RSC, SRR and RVC subscale scores of self-efficacy perception in reading comprehension, were found to be significantly different in favor of female participants. General Reading Strategies, Problem Solving Strategies and Supporting Reading Strategies subscales of metacognitive awareness of reading strategies have a positive effect on Reading Visual Comprehension, Self-regulation in Reading and Reading Self-confidence scores of the participants. In other words, metacognitive awareness of reading strategies contributes to self-efficacy perception in reading comprehension of eighth-grade students.

This survey study provides a holistic picture of English teachers’ qualification and the status quo of English instruction in secondary school classrooms in four lowest-achieving rural disctricts in Beijing, China. It covers a wide variety of aspects related to language instruction, including teachers’ professional background and credentials, lesson preparation and instructional materials, teachers’ instructional languages, factors that limit English instruction, roles teachers play in classrooms, and classroom instruction on pronunciation and fluency, vocabulary, grammar, and comprehension. Results shows how inequality in resources and the lack of teaching standards and qualifications can negatively impact students, further hindering their academic and professional opportunities. The findings provide valuable information to the teacher preparation and professional development in these districts and hopefully bring attention to the Department of Education in China about the educational needs of the low achieving rural districts in Beijing.

This study aimed to investigate whether Thai high school students’ perceived teacher support could enhance their reading ability through self-efficacy and sense of school belonging. The theoretical foundation of this study included the theory of social-motivational processes and social cognitive theory. Structural equation modeling was used for analysis and validation. The student questionnaire from the Programme for International Student Assessment (PISA) 2018 survey questions regarding teacher support, sense of school belonging, self-efficacy, and reading ability. The sample consisted of the data collected from the Thai students in the PISA2018 survey, with an effective sample size totaling 7968. The research results of the overall model showed that the perceived teacher support of Thai high school students’ had no direct effect on their reading ability, but their perceived teacher support had an indirect effect on reading ability through their self-efficacy and sense of school belonging. From the results can be seen that high school teachers in Thailand, in supporting and encouraging their students in learning, must simultaneously develop their perceived self-efficacy and sense of school belonging. Only thus can there be obvious help to their students’ reading ability.

Progress monitoring of academic achievement is an essential element to prevent learning disorders. A prominent approach is curriculum-based measurement (CBM). Various studies have documented positive effects of CBM on students’ achievement. Nevertheless, the use of CBM is associated with additional work for teachers. The use of tablets may be of help here. Yet, although many advantages of computer- or tablet-based assessments are being discussed in the literature (e. g. innovative item formats, adaptive testing, automated scoring and feedback), there are still concerns regarding the comparability of different assessment modes (paper-pencil vs. tablet). In the study presented, we analyze the CBM data of 98 fourth graders. They processed the exact same computation items once with paper and pen and once in a tablet application. The analyses point to comparable results in the test modes, although some significant deviations can be found at item level. In addition, the children report perceived benefits when working with the tablet.

This quantitative study aims to examine the relationships between enabling school structure, academic optimism and altruistic behaviours as well as to find out whether altruistic behaviours serve as a mediator between enabling school structure and academic optimism. A scale was applied to teachers from primary- schools in Turkey via random sampling. There were 707 teachers participating in this study. Three existing scales, which are enabling school structure, academic optimism, and teachers’ altruistic behaviours scales, were used to collect data from teachers. Descriptive statistics and bivariate correlations were calculated in the study to investigate correlations among all the variables and reliabilities of the measures. Structural Equation Modelling investigated the effects of Enabling School Structure on School Academic Optimism through Teachers’ Altruistic Behaviours. The results confirmed a positive relationship between all variables of the study. The findings also revealed the mediator effect of TAB on the relationship between ESS and SAO. Finally, some recommendations were given based on results.

Contemporary studies related to teacher autonomy mostly deal with research into how autonomy is perceived by teachers and which variables it is associated with. On the other hand, there are very few studies dealing with how teachers’ instructional autonomy over the curriculum is reflected in the education process. The aim of this study is to reveal in depth the practices carried out in the context of instructional autonomy by science teachers who have different levels of autonomy. The study is based on data gathered from eight teachers employed at different schools in the province of Izmir in Turkey. Interviews, observations and documents were used for collecting the data. The results reveal that while teachers with high instructional autonomy successfully apply contemporary teaching methods, alternative evaluation techniques, high-order thinking skills and effective classroom management, teachers with low instructional autonomy fall short in all of these areas.

The self-report and think-aloud approaches are the two dominant methodologies to measure metacognition. This is problematic, since they generate respondent and confirmation biases, respectively. The Meta-Performance Test is an innovative battery, which evaluates metacognition based on the respondent's performance, mitigating the aforementioned biases. The Meta-Performance Test consists of two tests, the Meta-text, which evaluates metacognition in the domain of reading comprehension, and Meta-number, in the domain of arithmetic expressions solving. The main focus of this article is to present the development of the battery, in terms of its conceptual basis, development strategies and structure. Evidence of its content validity is also presented, through the evaluation of three experts in metacognition, two experts in Spanish language, two experts in mathematics and five students who represent the target population. The results of the judges' evaluations attested to the Meta-Performance Test content validity, and the target population declared that both the battery understanding and taking are adequate. Contributions and future research perspectives of the Meta-Performance Test in the field of metacognition are discussed.

This paper investigated how puppetry could be used to improve the standards of early childhood science education. This study determined the effect of a puppet-making and puppetry workshop on preservice preschool teachers’ beliefs and attitudes towards science education and looked into their experiences during and after puppet-making. Although participants faced some difficulties during the workshop, they developed numerous socioemotional skills. Puppetry activities can help preservice teachers learn how to deliver child-centered, stimulating, and interactive classes. Using puppets in early childhood science education can help teachers develop positive attitudes towards science and offer students high-quality, engaging, and creative activities.

This research analyzed the involvement of teachers, parents, and school committees in improving scientific attitudes in science learning using Rasch model analysis. A survey method was used in this quantitative study. Participants in the study were selected using a purposive sample of 174 teachers, parents, and school committees in Sleman and Kebumen Regencies, Indonesia. A questionnaire was used in data collection to determine the involvement of teachers, parents, and school committees in improving scientific attitudes toward science learning. The questionnaires were completed using a Likert scale of 1-4, and the data were then analyzed using the Rasch model. The result showed that all participants were the average logit items (+1.03 logit). The reliability was 0.89, indicating a positive response to improving students' scientific attitudes. The results of the Rasch model analysis suggested that the involvement of parents, teachers, and school committees in improving scientific attitudes differed according to their roles. Each instrument element was analyzed in more detail in the Rasch model. Participants' roles were reflected in the specific involvements of teachers in learning, parents at home with children, and school committees participating in school policy-making.

The purpose of this study was to compile and statistically analyze the results of research studies that examined students' problem-solving skills in worksheets. The research method used was a meta-analysis. The study search was conducted from 2013 to 2022 in Google Scholar and the Garuda portal databases. The search yielded 40 studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. From the extracted results, 45 comparisons of data were examined. Microsoft Excel was used to calculate the effect size of the problem-solving worksheet. This study yielded a value of 1.281 for the entire study, indicating that the worksheet had a significant and positive impact on students' problem-solving skills. The results indicate the need to develop worksheets to improve students' problem-solving skills.

The implementation of learning activities in schools has not provided opportunities or encouragement for students in developing their procedural knowledge. This research aimed to test the effectiveness of developing Bloom’s Taxonomy revision-oriented learning activities to grade IV elementary learners’ procedural knowledge capabilities and learning outcomes. This research used quasi-experiment with a quasi-experimental design which consisted of a posttest-only control design. The population of this study was sixth-grade students of 9 schools with an overall number of 229 students. The sample in the study was 50 students, there were 26 students from the experimental class and 24 students from the control class. A test method with 10 question items was used as a data collection method. The data analysis methods and techniques used were quantitative descriptive analysis and inferential statistical analysis. Then the data were analyzed using the MANOVA test assisted by the IBM SPSS Statistics 21.0 program. The hypothesis test results showed a significance value of .000 (Sig<.05). It can be concluded in procedural capabilities and learning outcomes between groups of students there is a significant difference from following learning by implementing Bloom's Taxonomy Revision oriented learning activities with the experimental and control group.

This research aims to prove the influence of teacher efficacy on learning quality with quantitative meta-analysis. The eligibility criteria in this study include: (a) The publication can be searched in Google Scholar, ERIC, DOAJ, Research Gate, and or ScienceDirect; (b) The publication is indexed in Scopus, WoS, SINTA (a portal indexing journal managed by the Ministry of Education and Culture of the Republic of Indonesia, equivalent to DOAJ and Index Copernicus), DOAJ, Index Copernicus, and at least they must be indexed in Google Scholar; (c) The topic of the studies must be relevant; (d) The studies must be carried out in the 2014-2023 year range; (e) The publication must have a value of (r), (t) or (F); (f) The studies have a magnitude of N ≥ 20. This study used the JASP application for data analysis. The results showed that: (a) the 40 studies analyzed were heterogeneous and normally distributed; (b) the influence of teacher efficacy on education quality is classified as strong (p < 0.05; rRE = 0.800); (c) publication bias was not detected. This study concluded that there is a strong influence of teacher efficacy on education quality.