In the study, a meta-analysis was conducted to determine the effect of the use of the learning cycle model on the achievements of the students. Doctorate and master theses, made between 2007 and 2016, were searched using the keywords in Turkish and English. As a result of the screening, a total of 123 dissertations, which used learning cycle models to increase the achievement of students, were included in the analysis. As a result of this study, it is confirmed that the effect of learning cycle models on students’ achievement is positive and the determined effect size was found out as 1.164 (% 95 CI, SE = .071) according to random effects model.. In the study, moderator analysis was made according to the learning cycle models, type of the dissertations, disciplines, and education levels of students. The analyses showed that among the learning cycle models, the highest effect size was determined in the 4E Model (2.659), among the dissertations the highest effect size was in master thesis (ES = 1.231), among the disciplines the highest effect size was in the other lessons (ES = 1.637) and among the educational levels the highest effect size was in the high school students (ES = 1.237).

Child maltreatment is a serious problem, worldwide. Children and young people who have experienced maltreatment face multiple physical and mental health challenges which hinder their success at school and these adverse experiences makes them more challenging to teach than their non-maltreated peers. Increasingly, teachers are considered as an important part of the wider the child protection workforce as they are well-placed to intervene and prevent further harm. To fulfil this role effectively, teachers require requisite training beginning in initial teacher education programs. This paper is a protocol for a systematic scoping review that asks: “What is known about preservice/initial teacher education for child protection?”  Systematic scoping reviews are worthwhile and necessary in fields where research is diverse and needing of synthesis to identify strengths in the body of evidence and identify gaps to set new research directions. We will draw on Askey and O’Malley’s six-stage scoping review methodology to assess the scope, range, and nature of research activity on this topic. We will add an innovative seventh stage involving a commitment to disseminating and applying knowledge generated from the review. The research question has been established, and key terms defined (Stage 1). The search strategy has been devised, and searches have been run (Stage 2). Round 1 screening of titles and abstracts is completed and full text screening is currently in progress (Stage 3). To our knowledge this is the first attempt to systematically map the empirical literature on child protection in pre-service teacher education. When completed, this systematic scoping review will offer a comprehensive, transparent, and replicable way to assess the full scope of empirical research on this important topic of utmost educational relevance.

The aim of this research is to investigate ability of sixth grade students’ comprehension the listened story text. The research is the survey type of quantitative research methods. The population of the study consisted of the sixth grade students of the middle schools in the city center of Yozgat, Turkey in the 2018-2019 academic years. A simple random cluster sampling method was used in the selection of the sample. A total of 369 sixth grade students are sample. As a data collection, a story text entitled “Hero of the Town” was used. Data were collected in October 2018. SPSS 21 program was used to analyze the data. The level of listening comprehension the sixth grade students to the story text is 77.46%. It is seen that the sixth grade girl students’ listening comprehension are better than boy students. The girls’ listening comprehension is higher than boys’ %8. 

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.

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 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.

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

To explore their role in enhancing graduate employability, the study investigated the effectiveness of student internships as pedagogical practices in promoting employability skills amongst graduating students in four Social Science Degree programmes of selected universities in Zambia. Qualitative and quantitative data were collected from 162 participants through the questionnaires and interview guides using a mixed-methods approach. The participants included different actors in the labour industry as critical informants; graduating students taking Social Science Degree Programmes; Lecturers, and Employers. The quantitative and qualitative data were analysed using the SPSS version 24 and Atlas. Ti. Version 8, respectively. This study employed the Human Capability Approach and Human Capital theories. Findings indicated that although internship practices were considered an essential component in the social science degree programmes for skills development, their effectiveness in promoting employability skills amongst graduating students varied from one programme to the other. The findings have implications on how universities and the labour industry could work together to design and implement internship experiences for students in social science degree programmes that are more effective in promoting the acquisition of employability skills in Zambia.

Due to the pandemic in many countries, schools were closed in 2020. Therefore, education was suspended, and distance education was started. During the Coronavirus disease (COVID-19) pandemic, teachers gave lessons online in virtual classrooms. In this study, Scale of Attitudes Towards Online Formative Assessment (S-AOFA) for teachers conducting online and distance courses was developed, and the teachers' attitudes were examined with respect to demographic variables. In the study conducted in the mixed-design method, qualitative and quantitative data were collected for the scale development and survey. Data were obtained from 369 teachers (science teacher, mathematics teacher, classroom teacher, and teachers in other fields) working in school in Turkey. S-AOFA was made up of 20 items and two factors as a five-point Likert-type. When the teachers' attitudes towards online formative assessment (AOFA) was examined, it was found that the mean for the factor of "Assessment Systems" was lower than that of the "Assessment Approaches". In addition, the findings revealed that there was no significant difference in the teachers' AOFA in terms of gender and that no significant difference existed in AOFA with respect to the school levels of the teachers (elementary, secondary and high school). Moreover, the results demonstrated that there was a low negative significant relationship between the teachers' AOFA and the number of students in which virtual lessons were given online. Lastly, there was a low level positive significant relationship between the teachers' AOFA and the in-class participation percentages of the students who were taught online in virtual classrooms. S-AOFA could be used by researchers in different studies in future.

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

Education systems worldwide have been significantly disrupted due to the COVID-19 pandemic, creating an immediate need for a revamp of conventional teaching and learning techniques. To explore how this has affected the educational landscape, a scoping review was conducted. This scoping review aimed to examine the changes that occurred in the education field and to explore how it has transformed the educational landscape review. Using Arksey and O'Malley's methodology, 51 articles were selected for analysis from two leading databases: Scopus and Web of Science. All chosen articles were then subjected to thematic analysis. Three main aspects impacted by this global event were uncovered, which are technological advancements and digital transformation, changes in pedagogy and teaching methods, and mental health and well-being issues. This scoping review provides valuable insights into one of the most critical sectors affected by COVID-19, which can assist with planning future strategies for similar crises.