An essential qualification requirement of the teachers´ profession is to handle the conflict situations effectively focusing on cultivation healthy kinds of relationship with other participants of the educational process, keeping discipline, communicative and good teaching atmosphere. In this contribution, we compare styles used in solving the conflict situations insight teaching profession objectively. Slovak elementary school teachers (N = 22) and secondary grammar school teachers (N = 42) were ask to complete a questionnaire consisting of 25 questions with 5 types of solving the conflict situations at school (avoiding, fighting, compromising, accommodating, collaborating). The occurrence and the use of different teachers´ approaches to solving the conflict situation were compared and analyzed. The Likert scaling and the method verified by professor Northouse were used for data evaluation. It is of high importance to pay attention to the dominant style (or the absent one) of solving the conflict situations in the teacher-student, teacher-teacher or teacher-superior interactions and to explore the differences of applying them.

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.

This study examines the effects of the SCAMPER technique-based educational activities in the simple machines unit of a science lesson on students' academic achievement, motivation and attitude. The study examines the effects of the simple machines unit activities in the science lesson through a paired quasi-experimental design, which is one of the quantitative research methods. The sample group of the research consists of 33 eighth-grade students studying in a middle school in the Ortaköy district of the Aksaray province in 2018–2019. The research uses simple random sampling method. The experimental group was given SCAMPER-based activities in the simple machines unit for 4 hours a week with a total of 16 hours, and lessons were conducted with the control group in line with the curriculum. To collect data within the framework of the research, the 'attitude scale towards science lesson', scale for 'students' motivation towards science learning' and 'simple machines unit achievement test' were used. As a result, when compared to the control group, there was a significant difference in the academic achievement and motivation of the experimental group who performed SCAMPER-based activities in the simple machines unit of the science lesson. There was no significant difference between the attitude scores of the experimental and control group as a result of the study.

Child Friendly School (CFS) is a democratic environment based on children's rights, where all students are accepted, teaching-learning processes are organized according to children's interest needs, health, safety and protective measures are taken for children and gender-based discrimination is not provided. Preschool education institutions, which are considered to be very effective on the future of the child and the society, should be child friendly in this way. The aim of this study is to identify the teaching-learning environment of independent kindergartens in the context of a child-friendly. The data of the study was obtained from the independent kindergarten in different socioeconomic environments with “CFS Diagnostic Form”. According to the results, it was seen that in terms of effectiveness, the physical areas and materials of the schools were sufficient, but the places and qualifications that increase the effectiveness of teaching were insufficient; in terms of inclusiveness, all children attend school without discrimination in terms of inclusiveness, but female students have low access to school; in terms of democratic participation, means are used to ensure communication with the environment, in terms of healthy, safe and protective environment, physical requirements are fulfilled, necessary measures are taken, but ventilation and out-of-school safety measures are not sufficient and in terms of gender sensitivity, there is no discrimination based on gender. It has been concluded that the independent kindergartens are largely child-friendly, despite some inadequacies.

This study aims at investigating the perceptions of the faculty members of the University of Jordan towards the use of The Massive Open Online Courses (MOOCs) in the educational process and their suggestions to improve them, the study followed the descriptive / analytical approach. The sample consisted of (115) teachers from the faculty members of the University of Jordan, who were chosen intentionally during the second semester 2018/2017. A key tool was developed that was validated and consisted of (70 items). The results showed that the use of MOOCs courses was moderate and positively affect the support of the educational process. The results showed that there were no statistically significant differences attributed to the teaching experience, gender and academic rank variables. While the results showed that there are statistically significant differences to the degree of the use of the faculty members of the University of Jordan MOOCs courses in the educational process according to the collage variable. Results related to the second area of proposals for improving the use of MOOCs courses were also high. In the light of the results of the study, the researcher recommended, based on the answers of faculty members, the need to reconsider the importance of using electronic MOOCs courses in the educational process, And spreading a culture of awareness of the importance of using electronic environments in the educational process, to provide tangible financial and technical support for the production and design of MOOCs courses in cooperation with faculty members and the use of experts.

In this research, leisure activity engagement of students with intellectual disabilities was examined. This study aims to compare the engagement of students with intellectual disability in leisure time activities that they chose with the ones that were selected by their teachers. Four students diagnosed with intellectual disability at the age of fifteen participated in this study. While the dependent variable of the study is the students' engagement in the leisure time activities, the independent variables are the students’ and their teachers’ leisure time activity selections. The study was designed according to the alternating treatments model, which is one of the single subject research models. The study has revealed that enabling students to choose the leisure activities is more effective in increasing the engagement of three out of four participants in those activities.

The aim of this study was to investigate the digital literacy skills and metaphorical perceptions of teacher candidates. The mixed approach has been used in the analysis. The quantitative dimension of the study consists of the "Digital Literacy Scale" scores collected from the teacher candidates, and the qualitative component is made up of the metaphors they have developed about the definition of digital literacy. The study was carried out with 297 prospective teachers who are pursuing their education at the Faculty of Education in Turkey. When the results of the study were analyzed, it was found that there was no significant difference between the digital literacy scores of the teacher candidates and the departments in which they were trained, but there was a significant difference in the grade and device ownership variables. The definitions were reached as a result of the study of the metaphors that were grouped under the headings "vitality," "integrity," "guidance," "complexity", and "eternity."

The article provides an analysis of the literature on interactive cognitive strategies. The aim of the study is to examine the pedagogical potential of interactive cognitive strategies for the effective formation of a multilingual personality of a future teacher. The research used theoretical and empirical methods: analysis of theoretical sources, analysis and generalization of the experience of scientific and methodological developments, training of students of a pedagogical institution. The problem of developing scientific and methodological support for the use of interactive cognitive strategies for the effective formation of a multilingual personality of a future teacher is being updated. A generalization of the obtained results indicates that the use of interactive cognitive strategies positively affects the formation of the multilingual personality of the future teacher. The research was supported by within the framework of the project on research on priority directions of scientific activity of the universities-partners in networking (South Ural State Humanitarian Pedagogical University and Mordovian State Pedagogical Institute) on the topic of “Linguodidactic foundations of the intercultural communicative competence formation of a future teacher”.

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 study was to examine the pre-service teachers’ Web 2.0 rapid content development self-efficacy belief levels and their opinions about Web 2.0 tools. The study was carried out by using “convergent parallel mixed design”. In the academic year of 2019-2020, 254 pre-service teachers voluntarily participated in the quantitative part of the study and 30 pre-service teachers voluntarily participated in the qualitative part. "Web 2.0 Rapid Content Development Self-Efficacy Belief Scale of Pre-Service Teachers" was used as quantitative data collection tool. In order to collect qualitative data, a semi-structured interview form was prepared by the researchers. While the quantitative data obtained from the pre-service teachers were analyzed with the T Test and ANOVA, the qualitative data were analyzed using the content analysis technique. As a result of the study, pre-service teachers’ Web 2.0 rapid content development self-efficacy belief levels do not differ significantly in terms of gender variable. On the other hand, a significant difference was observed in self-efficacy belief level scores among different departments. Also, the pre-service teachers expressed positive opinions regarding the use of WEB 2.0 tools in the educational environment such as class group formation, presentation preparation and virtual classroom applications.

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.

This article examined the role of Lesson Study in a center school located in the southeastern United States through an analysis of a narrative by the school principal. This methodology allowed a level of reflexivity across the research team, who appreciated hearing about the powerful first-hand enactment of the initiative. The paper begins with an analysis of Lesson Study, particularly in special education, and the key tenets of Lesson Study followed by a narrative account of the principal. Subsequent to her story, we explored lessons learned in relation to implementing a system change in a school, namely Lesson Study. We learned that a deeper understanding of school culture, sustaining professional development, and collaborative practice, were significant factors enabling the principal and teachers at the center school to embrace, plan, and implement a successful Lesson Study for learners with significant disabilities. In addition, we learned that Lesson Study plays an important role in teacher and student engagement in teaching and learning at the center school and supports teachers to design lessons that are efficacious in meeting the individual needs and higher expectations of students.

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.

This study investigated the influence of teachers’ classroom management on pupils’ motivation for learning and academic achievement in Kwara State. Descriptive survey design was adopted. The population was all primary teachers and pupils in Ilorin Metropolis, Kwara State. The sample size was 250 teachers and all pupils in their classrooms. One research questions and four hypotheses guided the study. The instruments used to collect data were researchers’ developed instruments titled ‘Teachers’ Classroom Management Style Observation Scale (TCMOS) and Pupils’ Motivation for Learning Rating Scale (PMLRS) with reliability coefficients of 0.82 and 0.86 respectively. Data collected were analysed using descriptive statistics, linear regression, t-test and Analysis of Variance (ANOVA). All hypotheses were tested at 0.05 level of significance. The results showed that there was significant influence of classroom management styles on pupils motivation for learning (F_(1,248) = 121.155, p < 0.05) and their academic achievement (F_(1,248) = 28.947, p < 0.05). It was therefore recommended that teachers should be encouraged to adopt appropriate classroom management to motivate pupils to learn for improved academic achievement. Also, courses on classroom management and leadership should be integrated into the teacher training curriculum while regular retraining of in-service teachers should be encouraged.

Classroom interaction is an essential element in developing communicative skills. In a foreign language context like Burkina Faso, the classroom appears as the only setting that provides an opportunity for English language learners to practice their communicative skills. In the classroom, teachers create opportunities for interaction between students and their peers, between students and teachers, and between students and teaching materials. Although those interactions are expected to promote English language acquisition, they sometimes seem insufficient. In this paper, the author examines the interactions between teachers and their students. The author seeks to understand the extent to which they can be conducive to communicative skills. The methodology used to collect this data is qualitative, mostly based on classroom observation and interviews. The participants are high school classroom teachers and their students. The results unveiled that the nature of the interaction was determined by the control and elicitation techniques used by teachers which often limited the opportunities to communicate.

Autism Spectrum Disorder (ASD) refers to a neurodevelopmental disorder that manifests itself and continues during the disorder’s course with symptoms of inadequacies in social interaction and communication, limited and repetitive behaviors and limited interests. It was stated that the burden and fatigue stemming from the long-term care of the child, changing family roles and routines, difficulties encountered during diagnosis and access to services, getting insufficient information about the diagnosis, the need for information to access appropriate education and rehabilitation services and the economic burden caused by satisfying this need, and the difficulties in participating in social life account for burnout in parents of children with ASD. The main purpose of this study was to examine the relationship between parental burnout, and the perceived social support level of parents of children with ASD and their satisfaction level from this support. In addition to this main purpose, (a) the relationship between parental burnout level, and the ages of the children with ASD, the time since diagnosis and parental age, and (b) whether there is a difference in the parental burnout level according to parental education level and gender were examined in the study. Data was collected from the parents of 296 children who met the criteria for participation in the study using the Participant Information Form, Parental Burnout Scale and Revised Parental Social Support Scale. The study results revealed that there was a weak and moderate negative relationship between perceived social support and parental burnout.

The purpose of this study was to examine the relationship between effective communication skills and verbal intelligence levels of Faculty of Sports Sciences students according to variables such as gender, department, age, academic grade point average (GPA), and way of taking the Effective Communication Skills (ECS) course. The correlational survey model was used in the research. The subjects were 230 volunteer university students, chosen by simple random sampling method. The Multiple Intelligence Areas Inventory and The Effective Communication Skills Scale were used. The result showed that there was a significant difference in favor of female students in terms of effective listening by gender. A significant difference was found in favor of the Recreation Department in terms of self-recognition/self-disclosure, I-language, and verbal intelligence sub-dimensions. A significant difference was found in favor of 21-23 age in self-recognition/self-disclosure sub-dimension by age variable. According to academic GPA, a significant difference was found in the verbal intelligence sub-dimension in favor of those whose academic GPA was 3.15-3.57. In addition, according to way of taking the ECS course, a significant difference was found in favor of the compulsory course in the sub-dimensions of ego supportive language, self-recognition/self-disclosure, and I-language. Besides, it was determined that there is a positive and significant relationship between students' effective communication skills and verbal intelligence levels. As a result, it has been determined that, in terms of the development of communication skills, it is important that the ECS course is included in the curriculum as part of the compulsory course.

This study investigated the link between future L2 selves and Willingness to Communicate (WTC) in the classroom in the UK university context. We applied a mixed methods approach to collect data from 121 Chinese overseas students where a questionnaire was used before semi-structured interviews were conducted with six participants. Two key quantitative findings were: 1) There is a strong positive correlation between ideal L2 self and classroom WTC; 2) A student’s major moderates the relationship between the ought-to L2 self and classroom WTC. Students from non-English-related majors had a greater influence of ought-to L2 self on their WTC in the classroom, while ought-to L2 self does not seem to affect the WTC of English-related majors in the classroom. Follow-up interviews triangulated the quantitative findings with further illustrations in terms of the role of future L2 selves in stimulating WTC in the classroom and the potential differences between students with different academic backgrounds.

This research aims at revealing the effects of Second Life (SL) application used in virtual environment in art and design education of creativity. This research is a qualitative study conducted evaluating the results of a group of 16 students studying art and design at universities, for a period of 12 weeks. For SL, a 3D, online, multi-user virtual environment was chosen as the study area.  The process of the research was evaluated by the researcher with a Structured Observation Form (SOF). Student designs were evaluated by four graduated artists/educators and researchers with a Rubric. The study group discovered SL during the application process. They made numerous trials, took risks and tried different solutions in SL. The design process that started with an avatar creation continued with 3D design, adding texture, colour, and script to objects and creating a notecard. According to the researcher’s feedback based on SOF, the group is considered “Good” in the design process. According to the Rubric for creativity, applied by the experts is evaluated as “Accomplished.” As for the rubric applied by the researcher, the group is evaluated “Good.” Based on these results, it can be considered that the inclusion of SL in the art and design education curriculum will contribute to 21st century skills and develop imagination and creativity of students.

Today’s individuals are expected to have skills in many areas as a natural consequence of the advances that have been taking place in society and technology. Particularly in developed countries, these skills are also called 21^st century skills. Critical, creative and reflective thinking, problem solving and keeping up with the digital age (digital literacy) are some of these skills. Universities play a significant role in raising qualified individuals in our country. Updating the training programs, keeping up with the era and having a say in the digital world makes it a necessity for people who give education in these areas to be competent. From this point of view, this study aimed to explore the digital literacy levels of Turkish academics working in faculties of education and the perceptions of students towards technology integration competence of the academics. In this study, quantitative cross-sectional design was preferred. While selecting the participants, purposeful sampling method was used, and two different participant groups (academics and prospective teachers) were included in the process. Two scales with validity and reliability in the literature were used as data collection tools in the research. In the data collection process, firstly, a survey was administered to academics working in faculties of education, and then another one was conducted with prospective teachers. The results obtained were subjected to quantitative data analysis via SPSS 24 and AMOS 24 software, and descriptive and inferential statistics were generated. The results revealed that the variables of department, age and grade level created a significant difference in the digitalization of academics, whereas the gender variable significantly contributed only to the perceptions of prospective teachers.