Biological evolution stands out as critically important content for K-12 education as it is considered a cornerstone of the biological sciences. Yet, it remains one of the most socially controversial topics related to science education. In this exploratory study, we are seeking to understand the ways elementary preservice teachers (PSTs) use their views of science to justify including or excluding alternative explanations to evolution in the science curriculum. This investigation included 76 PSTs who were enrolled in an elementary science methods course. Data came from an activity designed by the authors entitled “Science in the Public Schools – School Board Scenario.” The scenario proposed that the local school board was considering a motion to alter the science curriculum by introducing creationism and intelligent design (ID) to the unit on biological evolution and the PSTs had to offer their informed recommendations. The two researchers independently read and coded the data using an inductive, constant comparative approach. Findings revealed that 32 would not add creationism or ID, 26 would add both, 9 would add creationism, 6 would add ID, and 3 would only mention them. PSTs came up with diverse explanations for their decision on if to include alternative explanations when teaching evolution. Common rationales emerged within each group and are further explored.

This paper is based on a research that explored how Inuit community members in Nunavut Territory, Canada, conceptualized quality education in the socio-cultural context of the territory. Data were collected through telephone interviews of 13 Inuit community members in Nunavut and document reviews both of which were conducted in 2010. The data analysis showed that Inuit community members are r gravely concerned with:(1) the low grade twelve graduation rates and high dropout rates in the territory schools;(2) School improvement planning that engages Inuit communities; (3) Integration of school with the larger community; (4) Communicative engagement with parents and other community stakeholders; (5) Culturally relevant school programming and pedagogy; and (6) Culturally appropriate disciplinary methods. In the conclusion, the paper spells out the policy implications of the findings.

Assessment for Learning (AfL) may be conceptualized as minute-to-minute, day-by-day interactions between learners and teachers with the improvement of learning as the principal focus. This paper traces the development of an AfL measurement instrument (scale) that can be used for research purposes prior to, during and following professional development in the area. Rasch measurement procedures were applied to data drawn from a convenience sample of 594 teachers from 44 elementary schools in Ireland to create a scale consisting of 20 items distributed across four key AfL assessment strategies: learning intentions and success criteria, questioning and classroom discussion, feedback, and peer-and self-assessment.  This scale, the Assessment for Learning Measurement instrument (AfLMi), has good psychometric properties and is interpretable in a way that makes it potentially useful during system wide improvement initiatives focused on AfL.

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

The purpose of this study is to evaluate the effects of Instructional Technologies and Material Design (ITMD) course on pre-service mathematics teachers’ attitudes, efficacy beliefs about using concrete materials, and their opinions regarding the material preparation process. A total of 73 pre-service teachers were participated in this study. The scale developed by Bakkaloglu was used to determine efficacy beliefs of pre-service teachers about using concrete materials, and the attitudes scale developed by Cetin, Bagceci, Kinay and Simsek was used to determine the attitudes towards ITMD course. A written form was also used to reveal the opinions of pre-service teachers regarding the material preparation process. The qualitative data collected from 16 pre-service teachers was analyzed with the MAXQDA. Using content analysis, codes and themes were created separately by the researchers and analyzed through several iterations. As a result of this study, positive changes were found in the attitudes and efficacy beliefs of pre-service teachers. The results obtained from the opinions of the pre-service teachers support this positive change. In other words, it is possible to argue that the attitudes of pre-service teachers towards the material development process changed positively with the positive change in the efficacy beliefs about preparing materials after taking the ITMD course.

This study describes the development and validation of a psychometrically-sound instrument, the Active Learning Strategies Inventory (ALSI), designed to measure learners’ perceptions of their active learning strategies within an active learning context. Active learning encompasses a broad range of pedagogical practices and instructional methods that connect with an individual learner's active learning strategies. In order to fulfill the study's goals, a conceptual framework on learners’ active learning strategies was developed and proposed, drawing upon the research literature on active learning. The development and construct validation of the Active Learning Strategies Inventory (ALSI), based on the conceptual and methodological underpinnings, involved identifying five scales of learners’ active learning strategies: engagement, cognitive processing, orientation to learning, readiness to learn and motivational orientation. An item pool of 20 items was generated following an extensive review of the literature, standardized card sorting procedures including confirmatory factor analysis and scale validation of a pilot (n = 407) survey. The ALSI scale demonstrated strong internal consistency and reliability with a Cronbach's alpha ranging from 0.81 to 0.87. High item loading scores from the factor analysis provided initial support for the instrument's construct validity of the five-factor model. The ALSI scale provides a reliable and valid method for researchers and academicians who wish to measure learners' perceptions of their active learning strategies within an active learning context. Finally, we discuss the implications and address the limitations and directions for future research.

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.

This study aimed to develop an instructional design that focuses on programming teaching for gifted and talented students and to investigate its effects on the teaching process. During the development of the instructional design; the steps of Morrison, Ross and Kemp Instructional Design Model were followed. Embedded experimental design, one of the mixed-method research designs, was used in the modeling of the study. The participants consisted of students studying at the Science and Art Center (BILSEM) (experimental group: 13 girls and 12 boys, control group: 10 girls and 15 boys). While the instructional design developed by the researchers was applied to the gifted and talented students in the experimental group, the standard activities used in Information Technologies and Software Courses at BILSEM were applied to the gifted and talented students in the control group. “Computational Thinking Scale (CTS)”, “Torrance Creative Thinking Test (TCTT-Figural)” and “Computer Programming Self-Efficacy Scale (CPSES)” were used to collect the data of the quantitative phase of the study. Qualitative data were gathered by using interview form, observation forms, and design thinking rubric. Two-Factor ANOVA Test, Bonferroni Adjustment Multiple Comparisons Test, and interaction graphs were used to analyze quantitative data while qualitative data were analyzed by content analysis. The quantitative results of the research showed that the instructional design was effective on students' computational thinking and creative thinking skills, but not on programming self-efficacy. Qualitative findings revealed that the instructional design helped the students learn the computational concepts, use computational applications, and develop computational-perspectives. Also, students improved their design thinking skills to a certain level and expressed that they enjoyed the design thinking process, learned the course content, and experienced some difficulties.

STEM education is a pedagogical philosophy which aims to draw the interrelationship between science, technology, engineering and mathematics to solve complex problems in real life situations. In order to use STEM education to foster students’ learning, the researchers designed STEM activities for middle school students related to the concept of force and motion in three different approaches: a linear model, a jigsaw learning and a stand-alone engineering design activity. To compare the effectiveness of the three approaches, the researchers analysed students’ reasoning and problem-solving scores gained before and after doing the activities. The result showed students participating in the linear model and in the jigsaw learning significantly outperformed those in the stand-alone engineering design activity. In addition, when comparing conceptual development between those attending the linear model and jigsaw learning, the result showed that the former significantly outperformed the latter. It is therefore suggested that to maximise the effectiveness of STEM activities in promoting conceptual understanding as well as reasoning and problem-solving skills, teachers should adopt the linear model. However, when instructional time is limited, the jigsaw learning can be considered as an alternative approach. The stand-alone engineering design activity although can promote students’ enthusiasm to learn, it may not sufficiently lead to the development of reasoning and problem-solving skills as expected.

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

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

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

The purpose of the current study is to evaluate the undergraduate programs implemented in different Foreign Language Departments on the basis of the pre-service teachers’ opinions by using the “Context-Input-Process-Product (CIPP)” model. The current research was conducted on 40 pre-service teachers from the German, Arabic, French, and English Language Teaching Departments of the Gazi Education Faculty of Gazi University in the city of Ankara in Turkey in 2017-2018 academic year. The study was designed according to the qualitative research model. In this regard, the study employed the phenomenological method. As the data collection tool, a semi-structured interview form developed by the researchers was used. In the analysis of the collected data, the descriptive analysis method was used. In the study, the context, input, process and product dimensions of foreign language teacher training programs were evaluated on the basis of student opinions. According to the results, the participants found the program sufficient in terms of reading, writing and listening skills but inadequate in terms of speaking skill. It seems that the participating students think that the foreign language teaching programs generally meet their needs but do not adequately meet their need for developing their speaking skill. It can be suggested that the class hours devoted to the development of the speaking skill should be increased. Arrangements such as using computer-based programs and increasing speaking lessons can be made for students to improve their speaking skill.

This article proposes that the reader be nourished by avant-garde elements for new educational practices in the teaching and learning of mathematics. The writing is based on an investigation that was carried out with high school students from Puerto Rico. From a qualitative paradigm with a research design in action, it was explored how students in higher grades resolve situations within their environment. Emphasis was placed on how they analyze through situations in context, and how they build knowledge through the search for a possible solution to the problem through the Project Based Learning strategy. The emphasis in treatment was for students to experience a transdisciplinary environment. Their impressions from the study were the revealing focus of how students learn when they are presented with a situation in their environment, taking roles themselves, solving them it through a project. As part of the project they used their knowledge of science and mathematics to solve the situation. Similarly, they learned mathematical concepts that are part of the Trigonometry course and that are measured in the academic achievement tests called PR Goals, previously known as Puerto Rican Academic Achievement Tests (PPAA).

This study explores the impact extended participation in literature circles had on the reading attitudes of university-age pre-service teachers following their involvement in literature circles for one academic year, as part of their training. The participants of the study consisted of 21 pre-service teachers with a low or moderate level of reading habits and reading attitudes. The research was conducted through a mixed methods approach. Although both quantitative and qualitative data were collected in the study, particular emphasis was given to the data collected from the qualitative part (quan+QUAL). In line with the quantitative data, it was concluded in the study that extended involvement in the literature circles had a positive effect on the reading attitudes of the pre-service teachers. The qualitative data, which was obtained through interviews, revealed four themes. The themes emerged as love and desire for reading, benefits of reading, importance of reading and reading habits as a result of the analysis. The results obtained from the research are important in terms of contributing to the improvement of pre-service teachers who will play important roles in Turkey’s becoming a literate society.

Progress monitoring of academic achievement is an essential element to prevent learning disorders. A prominent approach is curriculum-based measurement (CBM). Various studies have documented positive effects of CBM on students’ achievement. Nevertheless, the use of CBM is associated with additional work for teachers. The use of tablets may be of help here. Yet, although many advantages of computer- or tablet-based assessments are being discussed in the literature (e. g. innovative item formats, adaptive testing, automated scoring and feedback), there are still concerns regarding the comparability of different assessment modes (paper-pencil vs. tablet). In the study presented, we analyze the CBM data of 98 fourth graders. They processed the exact same computation items once with paper and pen and once in a tablet application. The analyses point to comparable results in the test modes, although some significant deviations can be found at item level. In addition, the children report perceived benefits when working with the tablet.

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.

E-learning has become a viable mean to both Massive Open Online Courses (MOOCs), and Small Private Open Courses (SPOCs). Research has shown that the quality and effectiveness of these types of courses depend largely on the contextual factors that may impact the design and development of online courses. This study highlights a design framework for a SPOC offered at Sultan Qaboos University. It employs a design-based research methodology, which is a systematic research approach aimed to improve instructional practices through iterative analysis, design, development, and implementation to produce contextually-sensitive design principles. The sample of this study consists of a diverse group of subjects including instructional designers, subject-matter experts, as well as students. The findings illustrate the importance of contextual logistics that need to be considered in the design and development of SPOCs. The findings also highlight the importance of the DBR as a suitable research methodology for similar developmental studies.

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.

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.