The aim of this study was to investigate the VMLSE perception levels of eighth grade students and differentiations based on variables of gender, state of success, final grade and ability to relate mathematical concepts to daily life and examine their views on this issue. The exploratory design of mixed method, which includes both quantitative and qualitative methods, was used in the study. The survey method was used in the quantitative dimension of the study. In qualitative dimension, phenomenological design which is one of the qualitative research designs is used. The data obtained from the quantitative dimension by VMLSE perception scale were analyzed by t-test and one-way analysis of variance. The data obtained from the semi-structured interview form were analyzed by using the content analysis method for the qualitative dimension of the research. As a consequently, there was a significant difference in VMLSE perceptions based on the variables of final grade, finding one’s self successful in the field of mathematics and ability to relate mathematical concepts; however, there was no significant difference based on gender. Additionally, it was found, the students had the idea that having VMLSE perception would affect mathematics success positively. 

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.

In this study, it was aimed to find out the characteristics of inspiring teachers who inspired teacher candidates to do teaching profession properly. In the study, “An Exploratory Sequential Design” a mixed method where qualitative and quantitative approaches are used concomitantly, was employed to determine the inspiring teacher characteristics. In this design, two steps were respectively followed by the researcher. In the first step grounded theory research design as a qualitative research design was used and in the second step survey research model as a quantitative research design was used. Inspiring Teacher Scale (ITS) was developed by the researchers to collect the data. In the second phase, the study group was extended to continue the quantitative studies. Exploratory and confirmatory factor analyses were used first to analyze the data. The results of analysis have demonstrated that the items loaded on four factors, which reflect inspiring teacher characteristics as “teacher communication”, “personal characteristics”, “professional development” and “supporting students in different ways”. Findings suggest that ITS, which has four-factor structures with 36 items, can be suggested as a valid and reliable instrument to determine the characteristics of inspiring teacher. Therefore, in this study the characteristics inspiring teachers were specified according to opinions of teacher candidates and presented to be o model for teacher candidates.

This study was conducted to explore the effect of mosaic based approach on children’s involvement levels. In this study, experimental design with pre-test post-test retention control groups was adopted. A total of 52 children from two pre-schools formed the sample of this study. A total of 26 children, 11 girls and 15 boys, attending first pre-school in the afternoon formed the experimental group, and total of 26 children, 11 girls and 15 boys, attending second pre-school in the afternoon formed the control group. In this experimental design, “General Information Form” to collect information about the children and parents together with the Turkish adaptation of “Leuven Involvement Scale for Young Children” to assess children’s involvement levels. Children in the experimental children group received mosaic-based instruction 3 days weekly, for approximately 4 hour each day, for a total of 10 weeks. The data were analyzed by using the Mann Whitney U, Friedman’s Two-Way ANOVA Test and Wilcoxon Signed Rank Test. The results showed that mosaic-based approach created a significant difference in the involvement levels of experimental group respectively (p<0.05).

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.

Popularity, as a manifestation of social status, has been widely researched and determined by group members. Prosocial behaviors are actions with intention of benefiting others or society as whole with little or no personal gain and may include helping, cooperating, and other voluntary works. Altruism is a type of prosocial behavior that could affect individuals' popularity. Altruism has been studied in different disciplines with the general definition of cooperative behavior that has a cost to the actor with a benefit to the receiver. The common theme in all perspectives is that there is an inevitable cost for the actor with a benefit to the receiver. During the current research, surveys and vignettes were used to collect data. Participants were recruited through an online site, and were compensated for their time and participation via payment of money. As a result of the research, it was observed that helpful behaviors were highly related to the items of empathy, likeability, and popularity. Findings suggest that when gratefulness and helpful behaviors are present, individuals are rated higher in several positive qualities. The unique finding of the study is that both gratefulness and altruism are highly effective resources in interpersonal relations. Purpose of the current study is to examine the relationship between altruistic behaviors that are towards friends and popularity by the endorsement of aforementioned hypotheses and theories.

Improving a required course in our curriculum that has proven to be a challenge for our students was the focus of this study. Surveys of both students and instructors attempted to identify specific problem areas. Using the information from these surveys, the researchers developed a series of videos to explain vital course concepts and deployed these into the course sections. The purpose of the videos is to provide consistency across the multiple modalities in which we offer our courses (including online, classroom and via videoconferencing) and to improve overall student understanding. This project seeks to determine how supplemental content focusing on material identified as “difficult,” by students and instructors, can impact student performance. Challenges include the deployment of the videos across various modalities and obtaining sufficient student feedback.

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 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).

The fact that the prospective Turkish teachers’ having a command of different methods and techniques as being Turkish teachers of the future is important in terms of its positive effects on the comprehension and expression skills of the middle school students. This study used the case study design and the qualitative approach. The aim of the research was to test the effectiveness of literature circle method and contribute to the field in theoretical and practical context. Fourty-six prospective Turkish teachers were conveniently sampled from the state university in Istanbul, to participate in the study. During six weeks, the opinions of prospective Turkish teachers who applied literature circle method were collected through unstructured interview forms. The data collected were subjected to a content analysis. It was concluded that prospective Turkish teachers found the method of literature circle favorible, in terms of cooperation, solidarity, gaining different perspectives, revealing hidden talents, developing self-confidence, aesthetic pleasure, enriching vocabulary and catching the details.

Collecting data among participants belonging to a group, community or organization is a crucial step in social research. However, generally speaking, in the social sciences, the issue of access to the research field has not been widely or systematically studied and remains under-theorized. The goal of this study is to draw the participants’ perspective on the question of accepting research into their classrooms and participating in it, an object that has usually been overlooked in studies on research field access. This article presents the results of a qualitative, exploratory study aimed at documenting teachers’ representations relating to whether or not they wish to participate in research projects, when requested to do so by researchers. The analysis brought out a system comprising five categories of representations relating to participation or non-participation in an educational research project. These representations are related to 1) the teacher’s daily tasks; 2) the teacher's professional development; 3) the teacher's professional identity and professional ideal; 4) the institutional and collegial context; and 5) the teacher's responsibility toward students. We discuss these categories and their implications for further research. 

The study aims to determine the reason for choosing the teaching profession identifying how history teacher candidates perceive the concepts of "teacher" and "teaching". The study was conducted with 115 history teachers enrolled in an initial teacher training programme in a university located in Turkey’s Central Anatolia Region in the 2014-2015 academic year. To investigate the candidate teachers’ perceptions of the teaching profession, the research participants filled in blank space from a questionnaire administered by the researchers. The collected data was analysed using the content analysis method and this gave rise to specific metaphors with associated categories. Thus, 19 metaphors and 6 categories for the teacher concept; 26 metaphors and 7 categories for teaching; 15 reasons and 3 categories for the reasons of choosing the teaching profession emerged. Research findings illustrate that the candidate history teachers’ perception of the teaching profession are positive. However, the participants used predominantly negative metaphors, in describing the difficulties history teacher candidates encounted regarding “teaching”. In relation to teaching profession choices, the most occurring reason was the love for the profession; other factors affecting the candidates’ preference were the reasons articulated in the categories of “need” and “responsibility”.

The aim of this study investigate to the reasons why the usage of Social Network Sites (SNS) makes users happy. To this end, the study was conducted with as a qualitative research method. The phenomenological design, which is a qualitative research method, was utilized for determining why SNS usage cause happiness and having a better to understand of how SNS users describe SNSs and what they feel about it. The study group was composed of 137 university students (60 males and 77 females) attending the Faculty of Education, Faculty of Science, Faculty of Literature, and Faculty of Economics and Administrative Sciences at a university in the southwestern of Turkey. A structured, open-ended interview was used as the data collection instrument. The contributors were asked the question “Why does SNS usage cause happiness?” and their answers were retrieved. The answers were encoded and entered to the NVivo software to conduct analyses. Based on the most frequent answers of the participants, three different experts were consulted and seven themes were created accordingly. These seven themes include Need for Stroke, Self-Concealment, Ease of Interaction, Ease of Accessing and Disseminating Information, Ease of Shopping, Leisure Activity, and Fear of Missing Out. Subcategories were also created for these seven themes. It was concluded that the theme of FoMO is nourished by all other themes.

This present study imparts a literature review focusing on Augmented Reality (AR) in the field of education. The writers reviewed the published manuscripts by centering on types of manuscripts, research designs, types of participants, and the promising roles of AR in educational setting. A total number of 18 articles were thoroughly analyzed. The results showed a diverse type of manuscripts published in the journal databases including research articles, reviews, technical notes, features, and news. Types of research designs also varied such as Research and Development, Experimental, Content Analysis, Exploratory, Action Research, Descriptive Study, Survey, Mixed Method, and Design-Based Research. Types of participants embraced a diverse range of participants including university students, primary students, secondary students, teachers, and children with special needs. The most prominent role of AR was that it improved students’ knowledge and understanding of the materials. Current gaps in AR-related studies in educational setting are recognized, and several recommendations for conducting upcoming studies are proposed.

This paper seeks to investigate the implementation of the Productive Pedagogies Framework in Nigerian mathematics classroom setting. The researcher adopted a qualitative case study approach to seeking data for the three research questions postulated for the study. Three mathematics teachers taught mathematics in two secondary schools in two Central states of Nigeria using the Productive Pedagogies framework introduced to them by the researcher. Two major instruments (observation and reflective interviews) were employed to seek information from the teachers and the students. While the researcher uses the grounded theory approached to interpret and or analyzed the data collected. The findings of this study suggest that the teachers made attempts to used Productive Pedagogies framework to achieved quality mathematics classroom instructions. This was demonstrated in their effort to used problem-solving to achieve intellectual quality classrooms instructions, making mathematics classroom instruction relevant to the world around their students, developing an atmosphere of friendship during classroom instruction and identifying and recognizing the differences existed among students during classroom instruction. It was observed that the used of the Productive Pedagogies can increase students’ engagement, collaborations, interactions, substantive conversations and effective inclusion during mathematics classroom instruction in which the research finally recommended the adoption of the Productive Pedagogies framework in the Nigerian mathematics classroom.

This study mainly aims to determine the effect of the layered curriculum on the 6th grade students’ learning styles in science lesson. The study group consists of students in the 6/A and 6/D at Fevzi Cakmak Secondary School in the city center of Siirt-Turkey in the academic year of 2015-2016. “Learning Styles Inventory” developed by Kolb and translated into Turkish by Askar and Akkoyunlu, diaries of students and semi-structured interview form developed by researchers and examination of the documents were used as data collection tools. As for data analysis, percent (%) and chi-square techniques were used to determine the learning styles of students, but in the analysis of students’ opinions the descriptive analysis was used. During the study, students were also asked to express their experiences and considerations about learning activities via a diary. The thoughts and feelings reflected in the diaries of students were directly quoted in findings. As a result of the analysis, in pre-test results of the students in the experimental group exposed to the layered curriculum, a significant difference was found in terms of gender; however, no significant difference was found in their post-test results.

Energy literacy is a minimum required capacity for developing a sustainable society that participates in and discusses on energy and environmental (EE) issues. Understanding the energy literacy structure is of significant importance for providing effective energy education to promote people’s awareness of EE issues. In this article, an energy literacy structural model integrated with the Theory of Planned Behavior and Value-Belief-Norm Theory was investigated for 1070 lower secondary students (ages 13-15) in Japan. Structural equation modeling uncovered that the awareness of consequences is the most powerful predictor for the causality between basic energy knowledge and energy-saving behavior through the attitude toward the energy-saving behavior. A conditional process analysis elucidated that (1) the conditional effect of basic energy knowledge on the awareness of consequences depends on scientific literacy, critical thinking ability, and environmental worldview, and (2) the conditional direct and indirect effects in the mediation model of awareness of consequences on the attitude toward energy-saving behavior through the ascription of responsibility depend on environmental worldview or values and family discussion of energy-related issues. The energy literacy model proposed provides a theoretical contribution to the development of an effective energy education program.

Spiritual growth and development is frequently cited as an outcome of participation in service-learning projects.  However, little research has focused on measuring the students' ability to understand the connection between the service-learning experience and their personal faith and the ability to live out their Christian values in the field.  Notably missing from this particularly limited area of study is the Christian values convergence of being able to understand the worth of all people and a desire to be engaged in serving the community. Encompassing both quantitative and qualitative research methods, this study investigates undergraduate business students’ perceptions of the impact of a semester-long urban service-learning project on their spiritual lives and faith formation.  Specific attention is given to exploring the students' perception of faith as demarcated by the Christian praxis of the students' relationship with God and with others.

The aim of this study is to collect and analyze children's comments on the pictures in children's story books. Four students studied in the first grade of a public primary school in Adana participated in the study. The research model is an example of phenomenology among qualitative research patterns. Focus group method was used as the data collection tool and observation method was used in a second exercise to support the first method. In focus group discussion "The City on the Wind" by Behic Ak, selected as the Book 1, was reviewed along with 4 participating students. In the second exercise, the book named "The Little Match Girl" selected as Book 2 was reviewed. Descriptive analysis and document analysis methods were used in the analysis of the research data. Students' comments on the pictures were collected under four different themes. "Description" among these themes was the most common in student expressions. The sentences for the themes of superficial interpretation, imaginative interpretation and critical understanding were less frequently used by students. Another finding of the study is the number of words students used to describe the picture. Students built short sentences not exceeding 2-3 words.  

This study analyses the relationships between schools’ structural capital, teachers’ organizational commitment and job satisfaction. 32 schools were selected randomly with cluster sampling method from the primary schools at Hatay city in the 2017-2018 academic year. Of the 300 questionnaires that were distributed, 264 were found to be validated and taken into analysis. The final structural equation model suggests that schools’ structural capital perceived by teachers is positively related to teachers’ organizational commitment and job satisfaction. Organizational commitment is a full mediator in the relationship between structural capital and job satisfaction. Teachers working at schools which are perceived to have a high level of structural capital, feel more committed to their school and thereby get satisfied with their job. School administrators are recommended to invest in promoting the level of school’s structural capital, if they want teachers to be more committed and satisfied which are key factors of performance at schools.