Motivation for school is an important concept which influences students’ academic, social and cultural development. Leadership behaviours to be displayed by school principals can be thought to affect the network of social relations in school and to support the climate of trust in school for students to develop positive attitudes towards the school. In this context, this paper aims to analyse the correlations between school principals’ social justice leadership behaviours, students’ trust in school principals and motivation for school. The study group was composed of 762 secondary school students from Altindag district of Ankara. The data were collected with social justice leadership scale, trust in the school principal scale and motivation for the school scale. The data were put to descriptive analysis, correlation analysis and multiple linear regression analysis. The findings demonstrated that students had moderate level of perceptions of school principals’ social justice leadership behaviours and trust in school principals and high level of motivation for school. Besides, significant correlations were also found between the variables. Additionally, it was found that social justice leadership predicted significantly trust in school principals and motivation for school. The findings showed that the social justice leadership behaviors of the school principal play a key role on students’ motivation and their trust in the principals.

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.

Time management for educational leaders has remained highly relevant to scholars, policymakers and practitioners. We analyzed survey responses from 98 public high school principals to examine the congruency between average total hours they worked per week against the sum total of the average hours worked per week in each of five distinct categories of leadership tasks. The observed congruence was 0.32, while Cohen’s kappa coefficient was 0.10. Female principals tended to underreport, and male principals tended to overreport, total work time. Principals with doctorate degrees exhibited higher congruence than those without, and overreporting was inversely related to highest degree. Principals in charge of large teaching staffs were more likely than their counterparts to be congruent and less likely to overreport total work time. Self-report appears to be an inaccurate method to measure time use among high school principals. If time use is a key component of the quality of principal leadership, more detailed and robust techniques for collecting time use data should be utilized in future studies.

In this study in which case study – one of the qualitative research methods - was used, it was aimed to assess the effects of covid-19 pandemic on preschool education by teachers. Preschool teachers working in 14 provinces where the number of cases is high form the universe of the study. Sample group is 140 teachers in total. So as to get data for the study, survey questions prepared by the researcher and submitted to expert opinion and structured interview forms were used. The findings of the study are as follows: preschool children had feelings of anxiety, fear and longing all together during this process and they wanted to return to their schools as soon as possible. Similarly, most of the teachers were highly concerned and worried. The teachers attended online educations related to their professional development during the process of staying home. Before Covid-19 came to Turkey, the schools did not take any measures; then, when distance education started, all schools were disinfected, the materials and toys in the classrooms were put aside after disinfection. Distance education process was quite difficult in preschool education; all the teachers taught in line with their own initiatives. During this process, while the activities most preferred by the teachers were games and art activities, the activities having pandemic theme were experiments and dramas about hygiene. Distance education increased parent participation to preschool education and this had a positive effect on parent-child interaction. In the distance education process, by establishing platforms intended for preschools, suggestions to make more and professional activities, to have common actions in cooperation with schools and to train parents were made.

Suspension and expulsion are adversely related to negative outcomes of students, such as falling behind academically, an increased risk of absenteeism or dropout from schools. Suspension discrepancy due to ethnicity is evident and well known in the United States. The proper understanding of factors affecting suspension may lead to intervention towards the reduction of suspension episodes in the schools. The aim of this study is to determine how student, parent and school characteristics affect the likelihood of K-8 school students’ suspension in the United States. We analyze the National Household Education Surveys of 2019 with a sample of 9,699 K-8 students to evaluate the risk factors of suspension. The study finds that 6% students receive K-8 school suspensions. Bivariate analysis suggests that gender, ethnicity, poverty, parental education, school type, repeated grades, contacted for behavioral problem and school type are significantly associated with the K-8 students’ suspension. An adjusted analysis of these factors via multiple logistic regression suggests that the odds of suspension of NH-black students are 2.7 times the odds of NH-white students. Odds of suspension for students with parental education below HS is 3.2 (95% CI: 1.77-5.80) compared those with parental education at Graduate or professional level. Likewise, students of public schools have higher odds of suspension compared to private schools. There is significant evidence that students with repeated grades, poor parents, school type and those contacted for behavioral problems have substantially higher odds of suspension.

The research aims were to examine the relationship among psychological resilience, patience, and happiness levels of physical education teachers employing in İzmir, Afyonkarahisar, and Muğla provinces in the Aegean Region and was to explain whether psychological resilience and patience levels predict happiness. The research was a descriptive study in the relational scanning model. The study participants consisted of 336 PE teachers, 182 (54.2%) were males, and 154 (45.8%) were females.. The data were obtained using the Brief Resilience Scale (BRS), Patience Scale and Oxford Happiness Questionnaire. In the analysis of data were used SPSS 25 statistical program. The analysis of the data descriptive statistics, correlation, and statistical regression methods were used. As a result of the research, it was determined that the psychological resilience, patience, and happiness levels were at medium levels according to the average score the PE teachers got from the scales. It was found that there is a moderate positive relationship between PE teachers' psychological resilience, patience, and happiness levels, and psychological resilience and patience levels are a significant predictor of happiness.

The study aims to analyze, in terms of content and process, the math talks between the mother and child during the shared book reading of the illustrated storybooks with math contents. The study group under the research is comprised of nine pairs of mother and child. The process of the study 18 videos which were recorded when two storybooks with math contents were read by the mothers. In the data collection process, each pair of mother and child together read two storybooks given to them in their home environment, and the entire process was video-recorded. Subsequently, interviews were held with mothers for identifying their views about supporting their children’s math skills. It was shown that the content of mother-child math talks in the home environment was mostly about the learning area of numbers and counting skills. It was a remarkable result that math concepts such as sorting/ranking and properties/features of objects were not in the contents of mother-child math talks. The results from interviews with mothers, it was inferred that the mothers viewed themselves as inadequate for talking to their children about math concepts, and performed the math talks mostly on the basic skills such as counting the numbers.

Purpose in life is a key construct in the development of young adults, particularly college students. There are many instruments measuring sense of purpose in life, but few studies have examined their measurement properties among college students. The current study compares the measurement invariance properties of the Purpose in Life (PIL) scale and the Claremont Purpose Scale (CPS) across college year and undergraduate school. Using both a unidimensional and a two-dimensional model, we found that the PIL’s interpretability is limited among college students. Using a three-dimensional model, the CPS was invariant with respect to both grouping variables. The study suggests that the CPS can be used to make meaningful comparisons among college students categorized by school year and undergraduate school. The study also has some implications about the construct of purpose in life; namely, scale structures that work well statistically and theoretically among adults might not generalize to young adults.

What are missing in the U.S. education policy of “college for all” are supporting data and indicators on K-16 education pathways, i.e, how well all students get ready and stay on track from kindergarten through college. This study creates synthetic national longitudinal education database that helps track and support students’ educational pathways by combining two nationally-representative U.S. sample datasets: Early Childhood Longitudinal Study- Kindergarten (ECLS-K; Kindergarten through 8th grade) and National Education Longitudinal Study (NELS; 8th grade through age 25). The merge of these national datasets, linked together via statistical matching and imputation techniques, can help bridge the gap between elementary and secondary/postsecondary education data/research silos. Using this synthetic K-16 education longitudinal database, this study applies machine learning data analytics in search of college readiness early indicators among kindergarten students. It shows the utilities and limitations of linking preexisting national datasets to impute education pathways and assess college readiness. It discusses implications for developing more holistic and equitable educational assessment system in support of K-16 education longitudinal database.

During the period of the Coronavirus disease (COVID-19), the boundaries between the home and the school as study spaces were blurred. School studies entered the home, with the parents present and observing their children’s e-lessons and the teachers’ teaching methods. The purpose of the current study was to explore the explicit and implicit attitudes of the lesson partners: teachers, parents, and students, to e-learning. The study explores whether and to what degree the attitudes of teachers, students, and parents to e-teaching are compatible, and what are the implications for the future. The study shows that although in recent years the relationships between parents and the school and between teachers and students have waned, with regard to the separation of authorities between the home and school, the period of the COVID-19 crisis clarified the need to enhance the relationship and cooperation between the home and the school as two meaningful study spaces for independent learners. The research findings raise the paradox that not only does technology not increase the distance rather it has the potential to strengthen the relationships between parents, teachers, and the school. The study points to the need to prepare holistic guidance sessions and professional development courses.

Gender is ever present in education preparation, school materials, curriculum, and school systems. To improve our knowledge about different facets of gender and the extent to which the depiction of gender has changed over time in picture books, there is a need to dig beneath the surface of questions about gender representation in picture books. Given that in-service teachers have proximity to approximately 75 million K-12 students, how in-service teachers think about gender, gender representation, and their own experiences with gender socialization have important implications on how K-12 students think, act, and feel about gender. In this study, we focused on teachers’ responses to a semester-long assignment about the selection and review of picture books. Specifically, we captured teachers’ perceptions on gendered images evidenced in picture books and to what extent there are changes (i.e., economical, emotional, physical, political, and social) in the central character throughout the book. We also explored if perceived changes were different based on the gender of the characters. Teachers reported four types of changes among the characters in the picture book. Emotionally changes in the books’ central characters emerged as the most commonly reported change among our participants.

Through an exploration of language practices in an early years setting, this paper aims to examine discourses about transforming monolingual practice generated during an internally driven action research. Based on a small private nursery in an affluent part of London, this action research was conducted with the intention of reviewing internal practices that support young children who speak English as an additional language (EAL). Parents and practitioners took part in an initial questionnaire (n=21). This was followed by semi-structured interviews (n=3) and a focus group (n=5) with practitioners. The data was analysed considering some of the theoretical points proposed by Bourdieu and the discourse analysis tools suggested by van Leeuwen. Despite the recognition of potential barriers, encouraging positive dispositions towards language diversity were identified. The most significant feature of our examination was the value of local knowledge and the diverse language repertoires encountered in the setting. Our analysis evidence that action research can empower practitioners to challenge monolingual mindsets and to move towards an exploration of alternative (plurilingual) ideas, despite the monolingual ethos imposed by the curriculum and other external regulatory forces.

This study reviews 60 papers using a Likert scale and published between 2012 – 2021. Screening for literature review uses the PRISMA method. The data analysis technique was carried out through data extraction, then synthesized in a structured manner using the narrative method. To achieve credible research results at the stage of the data collection and data analysis process, a group discussion forum (FGD) was conducted. The findings show that only 10% of studies use a measurement scale with an even answer choice category (4, 6, 8, or 10 choices). In general, (90%) of research uses a measurement instrument that involves a Likert scale with odd response choices (5, 7, 9, or 11) and the most popular researchers use a Likert scale with a total response of 5 points. The use of a rating scale with an odd number of responses of more than five points (especially on a seven-point scale) is the most effective in terms of reliability and validity coefficients, but if the researcher wants to direct respondents to one side, then a scale with an even number of responses (six points) is possible. more suitable. The presence of response bias and central tendency bias can affect the validity and reliability of the use of the Likert scale instrument.

The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the context of study areas used, focus and trends of past studies, research methods used in previous studies and the role of language in school mathematics education. This review study followed the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) to analyze articles from Scopus and Web of Science. The findings of the study indicate that research trends in the implementation of the DLP on mathematics education for secondary school students showed an increase from 2017 to 2019. Most DLP-related articles are widely developed in the United States and Germany. The findings indicate that previous studies are more interested in studying the implementation of DLP in rural areas. Past studies have also preferred to use the design of either a qualitative study or a quantitative study to be implemented. Questionnaires, tests and interviews are among the research instruments that are often used for a study.

The purpose of this paper is to investigate how higher secondary music school students experience teaching, programs, and educational processes in music schools, which are the shortcomings and what are the suggestions for improving the system. The results show high satisfaction with attending music school related to the purpose of future professional orientation. Students see improvements in choosing more modern teaching topics, greater connection with practice, more time for student creativity, and work on improving teachers’ pedagogical skills. The results of this research could be used to accelerate the introduction of curriculum teaching and the National Curriculum for Art Education as a relevant document in music schools in the Republic of Croatia. Also, regardless of the inertia of the educational system, teachers can plan their teaching according to these results that will reconcile their ideas, methodological and didactic laws, and student expectations to contribute to greater motivation of their students.

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.

Anger is a topic that requires intervention from teachers, counsellors, psychologists, parents, and all communities. The expressions of anger are subjective and sometimes hard to identify. Thus, anger should be measured more objectively, while the expressions need to be examined closely. The purpose of this study is to provide valid confirmation for development of an online instrument to measure the types of anger expression among adolescents. Data were collected from 935 adolescents from nine schools in northern Malaysia and the theoretical literature search. The data were analysed to provide evidence of construct validity in terms of item factor analysis, reliability estimates, and correlation between the types of anger expressions. Findings were used to develop an online Adolescent Anger Instrument. It measures five types of anger expressions, namely, physical, verbal, intrinsic, extrinsic, and passive. The results showed that the instrument is internally consistent with high evidence of construct validity. Exploratory factor analysis, with varimax rotation, suggested the existence of five distinct types of anger as conceptualised. Meanwhile, the correlation between types of anger expressions indicates the strength of the relationship between them. Discussions on the findings are provided, while suggestions for future research are also described.

This research aims to examine the effect of coding education on the analytical thinking skills of gifted students. The participants are 18 students, 11 to 12 years old. An embedded experimental mixed design was used in the research. The data collection was carried out with the Analytical Thinking Skill Scale to determine the difference in the analytical thinking skills of the study group before and after the coding training; the Analytical Thinking Skill Observation Form to determine the analytical thinking skill levels during the implementation process; and the semi-structured interview form to get their opinions on the coding training. The data were analyzed with a pre-test-post-test quasi-experimental design, descriptive analysis, and content analysis. The results show that coding education developed the participants' analytical thinking skills. The difference in the analytical thinking skills of the study group was not statistically significant in terms of gender. According to the students' views on the coding education application process, there was an improvement in the sub-dimensions of sorting, classification, comparison, and evaluation in analytical thinking skills; coding education developed problem-solving and thinking skills, was useful, encouraged students to choose a profession, and was entertaining, as well as negative opinions such as being difficult, boring, and requiring a lack of time.

Considering the fact that learning difficulties are mostly related to academic learning, and students first encounter tasks related with academic learning during the pre-school, it is critical for early intervention that the first symptoms of students with potential learning disability are detected by the pre-school teachers. The aim of this research is to examine knowledge levels of pre-school teachers about the characteristics of learning difficulties that 3–6 years old students, in the pre-school period, may show. With this aim in mind, the development of the “Test for identifying characteristics of learning disabilities in pre-school students (3-6 years)” was completed with 471 pre-school teachers and pre-school teacher candidates of the last grade of pre-school education program. The research has been done in the survey model with a quantitative approach. The sample of the study consists of 291 pre-school teachers. The data have been collected by means of the “Test for identifying characteristics of learning disabilities in pre-school students (3-6 years)” and analyzed using descriptive statistics techniques. At the end of the research, it has been found that there are no statistically significant differences in knowledge levels of pre-school teachers regarding the cognitive, affective, social and motor characteristics of learning disabilities in terms of their gender, the program they have graduated from, having taken courses on special education, having taken courses on learning disabilities, the types of institutions they worked at, and their class sizes. It has been found that there are statistically significant differences in their knowledge levels about cognitive, affective, social and motor characteristics of learning disabilities according to the length of service, teaching students with learning disabilities, having inclusive students in their class, having a relative in need of special education, and teaching students with learning disabilities variables.

Education for sustainable development (ESD) refers to education on the values and behaviors necessary for a sustainable future and society where everyone receives high-quality benefits. In the era of the fourth industrial revolution, convergence thinking is emphasized as a method of ESD. Therefore, this study aims to derive a model for developing open convergence subjects for ESD. The idea for this model was derived by combining the process of establishing a Convergence Department at Rey Juan Carlos University in Spain and the unit activities of Kyoto University in Japan. The challenges of failing to achieve the original goal and purpose of convergence due to emphasizing specific majors were solved by defining requirements for the model. Convergence subjects that meet the requirements are developed by following the order of the proposed model. In the future, a convergence subject pilot model will be applied using the proposed model to present and operate a course development process called “technology and future are seen through the window of currency”.