Universities are more than institutions only conducting research and educating students in today’s world. Changing conditions in the world show that there is a need for redefining the functions of universities. This is called the third mission of universities. Starting from this perspective, this study aims to examine, first, the missions of all state and private universities in Turkey within the framework of the “third mission,” one of the most important priorities of universities today. The study results show that universities in Turkey adopted the third mission understanding to a certain extent, and particularly with the influence of the Council of Higher Education (CHE). However, they should do more related to the continuing education (CE), and, partially, to the social engagement (SE) dimensions. While many of the world’s leading universities include concepts such as service-learning, public engagement, or outreach in their missions and programs in order to seek integration with the societies in which they exist and with all the stakeholders with whom they cooperate, collaborate, and conduct important related activities, it is a concern regarding Turkey’s future that many universities (about 23%) did not even reflect the third mission understanding in their mission statements.

In the current study we examined the relationships between student evaluations of lecturers (teaching surveys) and faculty members' perceptions of these surveys as capable of blocking and limiting their professional advancement. Faculty members are judged and evaluated by academic authorities for their academic performance in research and teaching. 178 questionnaires were collected from the faculty of several academic institutions. We employ a mix method analysis, and form a model that reflects the factors perceived by faculty members as having the potential to block their professional advancement in academia. The research findings show that lecturers are of the opinion that teaching load has a detrimental effect on students' evaluations in the surveys. Lecturers at the beginning of their academic life, those in lower ranks: senior teacher and senior lecturer, address the negative aspects of the surveys more than others. The research findings indicate that although more hours are taught in colleges than at universities, it is harder to receive positive survey ratings at colleges. Moreover, since in Israeli academia research is still the main criterion for promotion – faculty members born in Israel were found to teaching less than those born elsewhere. Hence, faculty members think that student surveys are destructive and entail risks for their professional advancement. Assuming that students' voice and opinions on teaching are important – how can a balance be achieved between the research achievements of faculty members and student satisfaction?

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.

This research aims to reveal the first-year experiences of social studies teachers who have just started their profession in the public sector. Also, it aims to reveal what awaits teachers in the school environment and the current experiences of teachers at the beginning of the profession. Case study design, one of the qualitative research designs, was used in the study. The study group of the research consists of 34 social studies teachers working in secondary schools affiliated to the Ministry of National Education (Turkey) in the districts of Ankara. Participants were selected on an equal basis from all districts of Ankara province. Purposeful sampling, one of the non-random sampling methods was used in determining participants. In addition, criterion sampling was also used in the purposeful sampling phase. The obtained data were subjected to the content and descriptive analysis. As a result of the research, following the latest changes and developments and developing their basic knowledge and skills seems important for teachers who started their profession in the public sector. The multidisciplinary of the social studies branch, attractivity, and the fact that there are no alternatives comes to the fore in teachers' decision-making process to become social studies teachers. In addition, teachers participating in the research suggested to new teachers that they should master their fields, maintain their personal development, get to know the target group, and maintain strong communication in school.

There has been an increased interest in L2 learners’ motivation and autonomy over the past several decades, and both variables are recognized as characteristics of successful language learners. The L2 motivational self system (L2MSS) is a recent approach to L2 motivation research that sheds light on many aspects of a language learners’ self. Additionally, autonomy is known to promote long-term foreign language learning success. Understanding these measures and what variables influence them can help educators determine how to best help their students achieve success in language learning. This study examines Taiwanese university students’ ideal L2 selves and autonomy as measured on questionnaires. This study seeks to examine whether any differences exist between Taiwanese students who attended normal, comprehensive, or vocational high school programs in Taiwan. The results show that while differences exist and several of the L2MSS and autonomy variables are strongly correlated, there are no significant differences between students in these three groups. The results suggest that there may be other variables not measured in this study which do have an impact on a learners’ L2MSS and/or autonomy.

In the current study, the problems posed by pre-service primary school teachers within the context of semi-structured problem formation were analyzed according to their type, cognitive structure, and content knowledge. A total of 134 pre-service primary school teachers attending a state university in Turkey participated in the current study designed in line with the case study design. The pre-service teachers were presented with a table and they were asked to establish a problem suitable for the elementary level using the data given in the table. The data were collected through the established problem statements and written explanations of the participants. The collected data were analyzed by using both content and descriptive analyses. The findings have revealed that the pre-service teachers less preferred real-life problems than routine type of problems and the problems at the level of reasoning than the problems at the levels of knowing and applying. Moreover, nearly half of the pre-service teachers erroneously expressed the grade level for which they established their problem. The results have shown that the pre-service teachers do not adequately use real-life problems and problems at the level of reasoning and that there are deficiencies in their mathematical content knowledge depending on their knowledge of the curriculum.

The purpose of the current study is to determine pre-service teachers’ perception of individual entrepreneurship and opinions about their critical thinking tendency. As the data collection tools, the Individual Entrepreneurship Perception Scale and the Marmara Creative Thinking Tendencies Scale were used in the current study. The participants of the study are 469 freshman, sophomore, junior and senior students attending the Departments of Pre-school Teacher Education and Primary School Teacher Education. In the analysis of the collected data, frequencies, percentages, independent samples t-test, Mann Whitney U test and correlation analysis were employed. The findings obtained from the analyses have revealed that the pre-service teachers’ individual entrepreneurship perceptions and creative thinking tendencies vary significantly depending on the variables of gender and whether they took a course/seminar on entrepreneurship. The pre-service teachers’ individual entrepreneurship perceptions and creative thinking tendencies were found to be not varying significantly depending on the department attended. The pre-service teachers’ personal entrepreneurship perceptions and creative thinking tendencies were found to be above medium. A highly positive and significant correlation was found between the pre-service teachers’ individual entrepreneurship perception and creative thinking tendency total scores. The pre-service teachers can be encouraged to take the course “Economics and Entrepreneurship” and to participate in certificate programs on entrepreneurship.

The surge of learners being immersed in computer game contexts for learning has instigated dialogue about the contextually appropriate collection of reliable and valid data to inform education-based decisions. The purpose of this article is to develop educational practitioners’ understanding of preliminary research work, and to inform educational researchers about design and reporting of preliminary research work, in the context of reported preliminary studies on Digital Game-Based Learning Interventions (DGBLIs). First a checklist of processes for the reporting of preliminary studies is provided. Second, a summary is offered of the characteristics of each type of preliminary study including the description, objectives, and methodology. Third, an example from peer-reviewed literature is identified of each type of preliminary study relevant to DGBLIs and conducted within the past five years. Evident from the examples selected, educational researchers and practitioners are best advised to recognize the characteristics of preliminary studies — pilot work, feasibility study, pilot study, pilot trial, and field test — to better inform DGBLIs before embarking on a full-scale study, and to meet the need of educational practitioners for concrete evidence about DGBLIs.

In a situation where life is insecure and the future seems to hang by a thread, motivating students to learn a second language that has no immediate need in their daily lives could be challenging. This article explores the motivation to learn English as a second language of students and the use of motivational strategies of English teachers in one state of Myanmar, which has undergone civil wars for more than seventy years. Sequential explanatory mixed-method research was employed to investigate this complex phenomenon. Questionnaires, classroom observations, and semi-structured interviews were used to collect the data. A pleasantly surprised finding showed that the students could still remain a certain level of motivation to learn English amidst great hardship and fear in everyday life. As for the teachers’ motivational strategies, most that were observed and reported did not tend to support students’ autonomy. The findings lend support to previous studies on the effects of unstable sociopolitical situations on students and teachers and highlight the needs for effective teacher trainings for pre-service and in-service teachers in such areas.

The purpose of the current study is to investigate middle school students’ self-regulation skills and vocabulary learning strategies in foreign language. The sampling of the current study consists of 990 5th, 6th, 7th and 8th grade middle school students attending state middle schools in the Mentese district of the city of Mugla, Turkey in school year 2018-2019. As the data collection tools, the Perceived Self-Regulation Scale and the Vocabulary Learning Strategies in Foreign Language Scale were used. In the analysis of the collected data, frequencies, percentages, independent-samples t-test and one-way variance analysis (ANOVA), Post-Hoc Tests (Tukey and Dunnett’s C) and correlation analysis were used. The findings of the present study have revealed that the middle school students’ self-regulation skills and vocabulary learning strategies in foreign language are over the medium value. The middle school students’ self-regulation skills and vocabulary learning strategies in foreign language were found to vary significantly depending on gender, grade level, father-mother attitude and level of interest in English course. A medium, positive and significant correlation was found between the middle school students’ total scores of self-regulation strategies and vocabulary learning strategies in foreign language.

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 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.

The purpose of this study was to compare and contrast faculty and graduate students’ perceptions of engaging online courses. This mixed-methods study occurred in a mid-sized state university in northeastern United States. Data from an online survey and semi-structured interviews indicated that graduate students and faculty perceived similar online course elements in the areas of social and teaching presence as engaging: interpersonal connections, structured learning environments, and variety in course activities and type of technology used. Both believed that poor organization was unengaging. Subtle differences in perception were illuminated by the qualitative analysis. The results have implications for online course pedagogy and research methodology.

The study's goal was to examine the correlation between the computer programming self-efficacy and computational thinking skills of gifted and talented students. The capacity of the computer programming self-efficacy of gifted and talented students to predict their computational thinking skills were also examined. The relational screening model has been implemented in the research. The participants of the study were composed of 106 secondary school gifted and talented students studying the Individual Ability Recognition Program (IAR) at the Science and Art Center in the city center. Typical case sampling was applied for the student identification of the participants, 46 are female and 60 are male. Gifted and talented students' computational thinking skills were assessed using the "Computational Thinking Skills Scale” and the computer programming self-efficacy was measured by using the "Computer Programming Self-Efficacy Scale". Data were analysed by Pearson correlation analysis and simple linear regression analysis in statistical software SPSS 22. Research results found that there was a positive and high correlation between the computer programming self-efficacy and computational thinking skills. The gifted and talented students' computer programming self-efficacy demonstrated 31.5% of the total variance in computational thinking skills. This finding supports the claim which is present in the literature that self-efficacy in computer programming is the affective aspect of computational thinking skills. To predict computational thinking skills, it may be recommended to build multiple models for cognitive and affective skills of gifted and talented students.

E-learning pedagogy is used in many health training institutions in Uganda, However, despite the high investment, e-learning adoption is still low. This study aimed at ascertaining the relevance of on-line quality management in improve e-learning adoption in midwifery schools in Uganda. It used an explanatory sequential mixed methods design to ascertain if on-line quality management was significant at improving e-learning adoption and the on-line quality traits which would be implemented by midwifery schools to improve e-learning adoption. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to determine if on-line quality management was significant to e-learning adoption. The second embraced a qualitative data collection and analysis to ascertain the detailed traits of on-line quality management relevant to e-learning adoption. Linear regression analysis established on-line quality management had influence on e-learning adoption (p=0.000). On-line quality management accounted for 55.5% of the variance in e-learning adoption with a strong positive statistically significant relationship, and its salient traits included; Compact Disc, Read-Only-Memory materials meets the expectation of users, collaborative improvement of on-line quality, Learning Management System meets expectations of users, providing the best on-line experience, e-learning program being described as an excellent on-line learning experience, and guidelines for improving on-line quality. Midwifery schools therefore have to focus on the six most relevant traits of on-line quality management if they are to improve e-learning adoption.

Many educators hold beliefs that including students, at least to some degree, has academic and social benefits, however, they struggle with fundamental pedagogy. With a global shift from a segregated lens to that of an inclusive lens, special education teachers who once held positive beliefs towards segregated special education are now faced with a new reality of teaching students with disabilities in inclusive classroom settings. This paper highlights the experiences of ten educators who transitioned from teaching in a self-contained class to an inclusive class. Focus group and interview themes indicated that all had experienced a shift in their pedagogy- their overall beliefs and teaching methods- after they taught students with disabilities in inclusive classrooms. Despite their special education training, these educators were challenged by their own beliefs and expectations, the attitudes of others, and systematic barriers within the education system. Highlights of their change process include the positive performance of students with disabilities, the growth and development of the other students, and their overall pedagogical self-reflection. As a result, a framework, the Inclusive Educators’ Continuum of Change, was developed to highlight the change process and connect this research to the literature on inclusion and teacher change. This diagram can provide teacher educators a framework for discussing pedagogical change. Implications for professional development and teacher training for inclusive practice, as well as maximizing the educator skills in Professional Learning Communities (PLC) and mentorship opportunities will be highlighted.

A new index of item discrimination power (IDP), dimension-corrected Somers’ D (D2) is proposed. Somers’ D is one of the superior alternatives for item–total- (Rit) and item–rest correlation (Rir) in reflecting the real IDP with items with scales 0/1 and 0/1/2, that is, up to three categories. D also reaches the extreme value +1 and ‒1 correctly while Rit and Rir cannot reach the ultimate values in the real-life testing settings. However, when the item has four categories or more, Somers’ D underestimates IDP more than Pearson correlation. A simple correction to Somers’ D in the polytomous case seems to lead to be effective in item analysis settings.  In the simulation with real-life items, D2 showed very few cases of obvious underestimation and practically no cases of obvious overestimation. With certain restrictions discussed in the article, D2 seems to be a good alternative for these classic estimators not only with dichotomous items but also with the polytomous ones. In general, the magnitudes of the estimates by D2 are higher than those by Rit, Rir, and polychoric correlation and they seem to be close of those of bi- and polyserial correlation coefficients without out-of-range values.

This paper sought to investigate the mathematics teachers’ reflection on the role of Productive Pedagogies’ framework in festering effective classroom instruction. Two research objectives were used to discuss the reflection of the four mathematic teachers. A qualitative case study was adopted as the design of the study. Classroom observations, Research Journal and Reflective Interviews were organised to collect data for the study, while the narratives approach to data analysis was used to analyse the data collected. From the study, the mathematics teachers were able to gradually adjust to the new framework through effective reflective meetings with their colleagues and with the support of the researcher. They (mathematics teachers) reflected that, the framework helps them developed confidence, positive attitude and interest to their teaching practice. It helped fostered effective collaboration and created an atmosphere of trust between the mathematics teachers and their students. The study also suggested that the pedagogy influence the mathematics teachers to provide and received feedback from their colleagues and from their students. They were also of the view that there was a gradual shift from the traditional teacher centred instruction they are more conversant with to a more student-centred pedagogy. The implication of the study suggests the need to adopt the Productive Pedagogies framework into the Nigerian mathematics classroom to improve mathematics teacher’s classroom instruction.

Within the scope of the research, which aims to determine the leisure literacy and leisure exercise levels of the university students who volunteer in sports organizations, it is aimed to analyze the relationship and the differences of certain variables with measurement tools, as well as to examine the relationship and impact between leisure literacy and leisure exercise. In this context, 207 sports organization volunteers who participated in the study participated in the data collection, as well as a demographic information form, as well as the “Leisure Literacy Scale” and “Leisure-Time Exercise Scale" was used. In this study, the internal reliability coefficient for the Leisure literacy scale was .94 and .70 for the leisure exersice questionnaire. Descriptive statistics, independent sample t test, one-way analysis of variance (ANOVA) test and Tukey (HSD-LSD) test and Pearson Correlation test and regression analysis were used for data analysis. The findings reveal that participants have high leisure literacy (81.25 ± 14.04) and men exhibit more active leisure exercise levels, certain variables change leisure literacy and leisure exercise levels. On the other hand, positive strong relationships between leisure literacy and leisure exercise were determined, and leisure literacy was found to have a positive effect on leisure exercise level. As a result of the research, it can be stated that the volunteer participants who take part in sports organizations and evaluate their leisure time actively, the literacy knowledge, background and action level for their leisure time is an important factor that makes individuals spend their leisure by exercising.

The aim of this research is to examine the psychological resilience levels of students studying in the Faculty of Sports Sciences according to some variables. The sample of the study consisted of Sports Sciences Faculty students of Duzce University, and the population consisted of 200 students from the Sports Sciences Faculty selected through a convenience sampling method. An eight-item personal information form developed by the researcher for demographic characteristics and ‘‘Short form of resilience scale’’ to determine resilience levels of participants were used. According to data obtained, while resilience levels, grades, gender, branch, department, age, and income variables of participants did not show a significant difference (p>0,05), it showed a significant difference according to sports age and place of living variables (p<0,05). Besides it was determined that resilience scores of male participants were higher than females, and team athletes had higher scores than individual athletes, lower classes had higher scores than upper classes, sports management students had higher scores than coaching and physical education and sports teaching students, and students who had younger age had higher scores than students who had older age. As a result of research, it was determined that resilience could be differed by class, sports age, residence variables. Also, it was revealed that sports age affects resilience negatively.