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.

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.

Learning Indonesian in elementary schools can help students get to know themselves, their culture and other cultures, express ideas, participate in society, and discover and use the analytical and imaginative abilities that are present in them. In the implementation of Indonesian language learning there are many gaps, so it is less able to achieve the specified learning objectives to the maximum. This research was conducted in class 5 of Totosari Elementary School No. 102 Surakarta, Indonesia. The purpose of this research is to explore obstacles in the process of learning Indonesian in elementary schools. This research uses a case study approach. Data collection was carried out by observing the Indonesian learning process, interviewing, and examining the average student test scores. The collected data were analyzed using interactive analysis according to Miles and Huberman. The results of his research are 1) The teacher has not used the media in the learning process especially Indonesian Language learning; 2) Learning is carried out is still conventional; 3) Students in learning tend to memorize subject matter. Through learning innovations that are in accordance with the characteristics of elementary school students are expected to be able to create meaningful learning.

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.

In order to create a healthy social structure, there should exist common values and these values need to be transferred to next generations. In this transfer process, education plays a vital role in transferring values in society. Values are personal, moral and social emotions which help a human and a society survive. Being a society-oriented course, social studies has an important place in transferring values. The primary aim of the social studies course in our country is to raise good citizens. One of the duties of educational institutions, which intend to have students acquire behaviors aiming for the wellbeing and beauty of the society, is to give values education. One of the values included in the social studies course teaching program is the value of responsibility in a society. In this study, the 5th grade students' views of the value of responsibility were examined. A total of fifteen students, six male and nine female, participated in the study. In the study, the data collected via the semi-structured interview technique was analyzed according to qualitative research methods. According to the results obtained via analyzing the answers given by the 5th grade students participating in the study, it can be stated that the students had the value of responsibility.

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.

The curriculum of an elementary school of Indonesian education currently emphasizes the affective aspects as a result of student learning for the sustainability of national development. This fact encourages teachers the responsibility to create and develop effective learning tools to foster tolerance, nationalism, be communicative and friendly, love peace, and social care. The objective of the study is to analyze the needs of students in elementary schools towards the development of educational comics to foster character development. This study uses qualitative approach. Participants were 120 fifth grade students. A questionnaire was used to collect the data of the study. The data were analyzed using an interactive model. The results of the study revealed that there was an interest of students in comic media as a teaching aid containing local wisdom values for character education. In the aspect of construction, comics are needed that are related to the ideal scope and size of the comics. In the aspect of content required comic material set in a national culture containing local wisdom, presentation of the story with the contents of an illustration of nationalism and social awareness. As for the design aspect and appearance, characterizations of cartoons are needed, involving a variety of colors, fonts of proportional size. The conclusion of this research is the development of educational comics media with local wisdom is needed to fulfill the needs of elementary school students as an effort to foster character.

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.

Humans have had to immigrate from one country to another throughout the history because of economic problems, warfare, safety, etc. Warfare and migration definitely bring about traumatic incidents for all humanity. However, they are much more destructive for children. The current study aims to review the warfare-and-migration-themed drawings of the Syrian and Palestinian children living in Turkey as refugees in comparison to the Turkish children’s drawings. A case study design was employed as a qualitative methodology. 19 Syrian, 6 Palestinian and 25 Turkish children aged between 6-10 years studying in various primary schools in City of Istanbul made up the study sample. Children were asked to draw pictures of warfare and migration, observed and interviewed for data collection. Content analysis was used to determine the themes present in the qualitative data. The themes identified in the drawings were discussed referring to the literature and recommendations were made.

This study was designed to investigate the applicability of the IES/NSF pipeline-of-evidence protocol in ascertaining why two notable educational initiatives spearheaded and financially supported by the Bill and Melinda Gates Foundation achieved or not the goal of improved academic outcomes for K-12 public school students. Our interest was not whether there is a sufficient body of high quality research evidence to support the two initiatives but whether the research considered by the Gates Foundation established the likelihood that the initiatives would be successful and worth the decision to dedicate substantial funding, time, and effort required for each versus the many competing programs seeking sponsorship. We found that in the case of Intensive Partnerships for Effective Teaching, efficacy and effectiveness research were absent and the Gates foundation discontinued grant support because the initiative had not achieved the goal of improved high school graduation and college attendance among low-income minority students. In the case of Early College High School, we found empirical evidence was manifest at all but the effectiveness stage of the pipeline and the initiative continued to receive funding. Our findings support the importance of widening the net of methodologies that constitute a framework for elements needed to make predictions of effectiveness for any given intervention before investing in scale-up initiatives and the need for private foundations to be transparent in their decision-making process to enable others to scrutinize the research that informs the design of initiatives.

Shared leadership enables employees to develop positive feelings for their organizations and themselves. Especially, their devotional feelings and behaviours towards their organizations increase with the sharing of leadership. In this study, the shared leadership of the school and the organizational commitment levels of the teachers, their relationship with each other and the predictive status were examined. This study is a research within relational survey model. The data of the research were collected from 512 teachers in primary and secondary schools in Malatya districts of Turkey in the 2019-2020 academic year. The data were collected through the Shared Leadership Scale and the Organizational Commitment Scale of Teachers. For the analysis of the data, t-test, ANOVA test, correlation and regression analyzes were performed. According to the results of the research, shared leadership and organizational commitment levels in primary and secondary schools are high. There is a positively significant and moderate correlation between the shared leadership of the school and the organizational commitment of teachers. Shared leadership in primary and secondary schools positively and significantly predicts teachers' organizational commitment. For this reason, in order to increase the organizational commitment of teachers; it is important to create a sharing school life, in order to support teachers for the purposes of the organization and to include them in decision-making processes. According to the results obtained, it is recommended that young teachers with lower organizational commitment be given more duties, powers and responsibilities.

The purpose of this research is to test the theoretical model developed for the mediator role of perceived organizational support in the relationship between organizational identity and organizational stress. The research is conducted with 320 teachers who work in preschools, primary schools, elementary schools, and high schools. The data were collected using organizational stress scale, perceived organizational support scale, organizational identity scale, and personal information form. The direct and indirect relationships between perceived organizational support, organizational stress, and level of organizational identity were analysed using the Structural Equation Model. The proposed structural model was verified by the analyses. It is observed that the relationships between all variables in the research have significant values and their goodness of fit indices were within the acceptable level. The results of the analyses showed that, organizational identity significantly predicts organizational stress and perceived organizational support. It was also found that the impact of organizational identity on organizational stress was fully mediated by perceived organizational support. According to these results, organizational support plays a mediating role in the relationship between organizational identity and organizational stress.

The aim of this study is to identify whether high school students encounter any difficulties in mathematics and reveal the reasons for such difficulties. The participants of the study, which was a descriptive case study based on qualitative understanding, were a total of 164 students, including 85 students from Anatolian High Schools and 79 students from Science High Schools. Approximately 11% of the participants said they had no difficulties in math, whereas 99% of the students from Anatolian High Schools and 78% of the students from Science High Schools said they had difficulties in mathematic. Their thoughts about the reasons for such difficulties were analyzed by content analysis method considering the type of high school they attended. The findings obtained revealed that the difficulties encountered by the participants in mathematics were teacher-, content- and student-based. Anatolian High School students stated that they intensely faced teacher-based difficulties, whereas Science High School students stated that they faced content-based difficulties. It's expected that the results of this study may contribute to studies to be conducted to increase student success in mathematics education and provide ideas for further studies.

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.

Although Goodman–Kruskal gamma (G) is used relatively rarely it has promising potential as a coefficient of association in educational settings.  Characteristics of G are studied in three sub-studies related to educational measurement settings. G appears to be unexpectedly appealing as an estimator of association between an item and a score because it strictly indicates the probability to get a correct answer in the test item given the score, and it accurately produces perfect latent association irrespective of distributions, degrees of freedom, number of tied pairs and tied values in the variables, or the difficulty levels in the items. However, it underestimates the association in an obvious manner when the number of categories in the item is more than four. Towards this, a dimension-corrected G (G2) is proposed and its characteristics are studied. Both G and G2 appear to be promising alternatives in measurement modelling settings, G with binary items and G2 with binary, polytomous and mixed datasets.

The aim of this cross-sectional study is to determine the fundamental motor skills (FMS) proficiency of children with mild intellectual disabled (MID) and to compare their FMS proficiencies in terms of age and gender. This study has three purposes. These are a) Defining the FMS proficiencies of the participants, b) Examining the FMS proficiencies of the participants in terms of gender variable, c) Examining the FMS proficiencies of the participants in terms of the age variable. Participants consisted of 122 MID students aged 7-10 years (M = 8.25, SD = 0.92). FMS proficiency was evaluated with the Gross Motor Development Test-Second Edition (TGMD-2). Independent Samples t test and ANOVA test were used to test the differences between groups. As a result: a) It was observed that the participants could not perform the FMS at the mastery level. Participants failed to demonstrate FMS proficiency appropriate for their age and showed delays in FMS compared to the TGMD-2 normative sample. Most of the participants performed “below average” and “poor” for LOC and OC skills. It was determined that the participants obtained higher scores in LOC subtest compared to OC subtest, b) It was determined that males were more proficiency in FMS and subtests than females, c) No difference was found in FMS proficiency in terms of age. These results show that opportunities need to be increased to develop the FMS proficiency.