The aim of this study is to identify parental involvement types and determine what type of parental involvement the parents of middle school children prefer. Moreover, it is aimed to examine the parental involvement types with regard to the parents' gender, their educational background and the socio-economic status of the school. The population of the study comprises the parents of the six grade students study in  29 middle schools during 2018-2019 academic year in Denizli province in Turkey. The sample of the study consists of 243 volunteer parents in three different schools with low, medium and high socio-economic level based on their residential area according to the information obtained from the National Education Directorate. According to the data obtained from the scale, it was seen that parents were more likely to use parenting, learning at home and decision-making as parent involvement types; on the other hand they used 'collaborating with community' the least. Parental involvement types did not differ significantly according to gender. Whether parents are female or male did not affect the types of participation. This may be related to parents' trust in school. It may be stated that the school, which had a higher social status, met the expectations of parents and did not require active participation. Parental involvement types varied significantly depending on the parents' educational background.

This study aims to explore the effect of savoring of teachers at universities in Shandong, China, on their creative behaviors, using creative self-efficacy and aesthetic experience as mediators. This study adopted the use of questionnaires to investigate teachers at 32 universities in Shandong, China. 822 valid questionnaires were retrieved and were analyzed using structural equation model (SEM). Findings from this study include: 1. teachers’ savoring has a negative effect on creative behaviors; 2. teachers’ creative self-efficacy has a positive effect on creative behaviors; 3. teachers’ aesthetic experience has a positive effect on creative behaviors; 4. teachers’ savoring, mediated by creative self-efficacy, has a positive effect on creative behaviors; 5. teachers’ savoring, mediated by aesthetic experience, has a positive effect on creative behaviors.

This paper sought to look at collaboration as an effective tool for mathematics classroom instruction. Four preservice teachers in a qualitative case study taught mathematics to three senior secondary school classes in two secondary schools in Northern Nigeria for a period of 15 weeks spread over three years. During this period 12 students volunteered to participate in four focus group discussions on the effectiveness of the pedagogy in their classrooms. Observations, research journals and focus groups were used to collect data for the study. A Narrative approach to data analysis was used to analyses the data collected. The findings of the study suggested that, the preservice teachers had initial challenges introducing the framework into their classrooms, they, however, gradually adopted the pedagogy into their classroom teaching. The study suggested that the preservice teachers used collaborative groupings and higher ordered questions to foster collaboration among their students. Some benefits of this strategy were also highlighted from the study. Prominent among them was the effective teacher-student and student-student relationship, help students see mathematics problems as common problems and reduced the domineering attitude of mathematics teachers who see themselves as possessing the monopoly of knowledge. Other findings observed in the study include the replacement of the teacher-centered approach to teaching with a student-centered approach. Therefore, it is suggested that, if collaboration is introduced into Nigerian mathematics classrooms, the traditional teacher-controlled mathematics classroom instruction that has bedeviled our classrooms will be reduced, and a new student-centered learning approach will be put in place.

The aim of this research is to determine the misconceptions among 6th, 7th and 8th grade students about the order of operations in line with arithmetic expressions and posing and solving problems related to arithmetic expressions. The research has a mixed-method research design with concurrent-triangulation design. The study group for the research comprised a total of 240 students with 78 from 6th grade, 80 from 7th grade and 82 from 8th grade chosen with the simple random sampling method from schools located in a city in the Eastern Black Sea Region in Turkey. The research used a two-tier diagnostic test developed by the researcher to determine the misconceptions of students. According to the results of the research, it was determined that 6th, 7th  and 8th grade students performed arithmetic expressions from left to right without paying attention to order of operations, stated that only operations in brackets need to be performed first in terms of order of operations, did not pay attention to order of operation when writing or solving an arithmetic expression equal to a given number, and that students had difficulty posing a problem sentence involving arithmetic expressions and requiring order of operations.

Contemporary educational reforms, both in the fields of science and mathematics, highlight the importance of pre-service teachers’ preparation with regard to several meaningful standards. However, teachers’ own self-confidence in science and mathematics teaching are likely to influence their efforts. Framed within a growing body of research focusing on pre-service teachers’ efficacy beliefs in science and mathematics teaching, the present study attempts to investigate Greek pre-service primary teachers’ efficacy beliefs in science and mathematics teaching; and further examine whether there is a relationship between the two. Participants comprised 171 pre-service primary teachers, who were in their second (n = 55), third (n = 64) or fourth year (n = 52) of study and the majority were female (n = 148). Pre-service teachers were asked to complete a questionnaire consisting of the Science Teaching Efficacy Belief Instrument - Form B (STEBI-B) and the Mathematics Teaching Efficacy Belief Instrument (MTEBI). Principal component analyses and reliability analyses were performed for both instruments to examine their adaptation into Greek. According to the results, preservice teachers had medium to high scores in the personal efficacy and outcome expectancy scales, for both science and mathematics teaching. Minor differences in pre-service teachers’ scores were detected according to their year of study. Furthermore, pre-service teachers’ efficacy beliefs in science were strongly correlated with their efficacy beliefs in mathematics. In general, although pre-service teachers appeared to be confident and well-prepared to teach science and mathematics in classrooms, more effort is required to put the international education reform standards into practice.

In this study, it is aimed to examine the relationship between prospective teachers' occupational anxiety and technological pedagogical content knowledge. Correlational model was used in this study. The participants consisted of 481 prospective teachers studying at Sakarya University Faculty of Education in the spring term of 2018-2019 academic year. Technological Pedagogical Content Knowledge Scale (TPACKS) and Occupational Anxiety Scale (OAS) were used as data collection instruments. As a result of canonical correlation analysis, it was determined that technological pedagogical content knowledge affects occupational anxiety by 62%.

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.

The character strengths and virtues approach is a classification system to examine the characteristics of good character in terms of twenty-four strengths and six virtues. This study was designed to investigate the psychometric properties regarding the reliability and validity of the Turkish version of the VIA-Youth. A tool developed to evaluate the character strengths of youth. In addition, character strengths were examined in terms of life satisfaction, values and demographic characteristics. 1963 high school students between 14-19 years participated in this study by completing VIA-Youth and the Human Values and Life Satisfaction inventories. The results confirm the six-factor model in the theoretical framework. It has also been concluded that character strengths affect life satisfaction and values and that socio demographic features are related to strengths. The adaptation of this inventory into Turkish culture contributes to the current understanding of the universal aspects of character strengths for studies within the context of positive youth development. Besides the adaptation, the relationships between character strengths, values, demographic characteristics and life satisfaction were discussed and suggestions were made.

This article focuses on the influence of academic training, job issues, personality and demographic characteristics of school counselors on their professional identity construction, which is developed in a theoretical model based on educational-psychological theories. Most of the training in Master's degree studies in school counseling is incompatible with actual job demands; Consequently, when beginning work, school counselors lack suitable training and relevant professional tools. Moreover, in Israel and elsewhere, the definition of school counseling is unclear and inconclusive, and this affects the counselors' professional identity and the quality of their work. The proposed model of the variables that affect school counselors’ professional identity may enhance the relationship between academia and the field, with the aim of promoting academic excellence and a well-formulated professional identity for the profession of school counseling, as well as improving the employment terms of school counselors, in light of the challenges facing higher education systems in the 21st century.

In the current study, the problems posed by pre-service primary school teachers within the context of semi-structured problem formation were analyzed according to their type, cognitive structure, and content knowledge. A total of 134 pre-service primary school teachers attending a state university in Turkey participated in the current study designed in line with the case study design. The pre-service teachers were presented with a table and they were asked to establish a problem suitable for the elementary level using the data given in the table. The data were collected through the established problem statements and written explanations of the participants. The collected data were analyzed by using both content and descriptive analyses. The findings have revealed that the pre-service teachers less preferred real-life problems than routine type of problems and the problems at the level of reasoning than the problems at the levels of knowing and applying. Moreover, nearly half of the pre-service teachers erroneously expressed the grade level for which they established their problem. The results have shown that the pre-service teachers do not adequately use real-life problems and problems at the level of reasoning and that there are deficiencies in their mathematical content knowledge depending on their knowledge of the curriculum.

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.

Positive attitude towards statistics is a desirable aspect in developing statistical thinking and understanding statistical concept. The attitude towards statistics instrument in previous study on rural school students lacked evidence in the validity analysis. Therefore, there is a need to provide a valid instrument that can assess rural secondary school students’ attitude toward statistics. For this purpose, this study was carried out to investigate the validity and reliability analysis of the Survey Attitude towards Statistics (SATS-36) instrument from a sample of rural secondary school students. The SATS-36 is a 7-point Likert type scale questionnaire, used to measure students’ attitude towards statistics. The SATS-36 instrument was distributed to 217 Tenth grade science stream students from a rural district in Sabah, Malaysia, which comprised of 66 (30.4%) boys and 151 (69.6%) girls. A second order Confirmatory Factor Analysis (CFA) was carried out to analyze the validity of the SATS-36 instrument as well as to confirm the 6-factor model of SATS-36. The reliability of SATS-36 instrument was assessed through the Cronbach’s Alpha value. Overall, the analysis showed that the SATS-36 instrument shows favorable indices for both its validity and reliability. Thus, it can be concluded that the SATS-36 was a valid and reliable instrument for measuring students’ attitude towards statistics among rural science stream secondary school students.

In a situation where life is insecure and the future seems to hang by a thread, motivating students to learn a second language that has no immediate need in their daily lives could be challenging. This article explores the motivation to learn English as a second language of students and the use of motivational strategies of English teachers in one state of Myanmar, which has undergone civil wars for more than seventy years. Sequential explanatory mixed-method research was employed to investigate this complex phenomenon. Questionnaires, classroom observations, and semi-structured interviews were used to collect the data. A pleasantly surprised finding showed that the students could still remain a certain level of motivation to learn English amidst great hardship and fear in everyday life. As for the teachers’ motivational strategies, most that were observed and reported did not tend to support students’ autonomy. The findings lend support to previous studies on the effects of unstable sociopolitical situations on students and teachers and highlight the needs for effective teacher trainings for pre-service and in-service teachers in such areas.

The purpose of the current study is to investigate middle school students’ self-regulation skills and vocabulary learning strategies in foreign language. The sampling of the current study consists of 990 5th, 6th, 7th and 8th grade middle school students attending state middle schools in the Mentese district of the city of Mugla, Turkey in school year 2018-2019. As the data collection tools, the Perceived Self-Regulation Scale and the Vocabulary Learning Strategies in Foreign Language Scale were used. In the analysis of the collected data, frequencies, percentages, independent-samples t-test and one-way variance analysis (ANOVA), Post-Hoc Tests (Tukey and Dunnett’s C) and correlation analysis were used. The findings of the present study have revealed that the middle school students’ self-regulation skills and vocabulary learning strategies in foreign language are over the medium value. The middle school students’ self-regulation skills and vocabulary learning strategies in foreign language were found to vary significantly depending on gender, grade level, father-mother attitude and level of interest in English course. A medium, positive and significant correlation was found between the middle school students’ total scores of self-regulation strategies and vocabulary learning strategies in foreign language.

This research aims to explore the effectiveness of interdisciplinary education program based on multicultural education on the tolerance value, attitude and critical thinking skills of the fourth grade primary school students. Single group pre-posttest design has been used in the study. The research has been carried out with 30 fourth-grade students, at a primary school located within the district of Karakocan in Elazig during the 2015-2016 academic year. Among the participants, 15 are females and 15 are males. The research has employed Tolerance Attitude Scale developed by Kaptan-Yarar, tolerance value and critical thinking story tests and scoring rubrics. Descriptive statistics and dependent samples t-test have been used during data analysis. Research results have revealed a statistically significant difference between critical thinking scoring rubric, tolerance value scoring rubric and tolerance attitude scale pretest-posttest scores in favor of posttest. Based on these results, it can be said that the interdisciplinary curriculum developed based on multicultural education improves students' critical thinking skills, tolerance value and attitudes.

This study aims to identify the effect of metacognitive awareness of reading strategies on self-efficacy perception in reading comprehension of secondary school students and whether self-efficacy perception in reading comprehension of secondary school students differs according to the variables such as their gender and reading habits. In this correlational survey model study, data were collected from the sample of 380 students of 8th grade by using ‘Metacognitive Awareness of Reading Strategies Inventory’ developed by Mokhtari and Reichard and translated into Turkish by Ozturk; and ‘Self-Efficacy Scale in Reading Comprehension’ developed by Epcacan and Demirel were used. The data gathered were evaluated statistically by multivariate analysis of variance (MANOVA) with the help of the SPSS program. As the results of the study, Reading Visual Comprehension, Self-regulation in Reading and Reading Self-confidence subscale scores of self-efficacy perception in reading comprehension, were found to be statistically and significantly larger in the groups that have a tendency to finish books that they start. Moreover, Reading Visual Comprehension, Self-regulation in Reading and Reading Self-confidence subscale scores of self-efficacy perception in reading comprehension, were found to be statistically and significantly larger in the groups that have advanced level of reading habits. Additionally, RSC, SRR and RVC subscale scores of self-efficacy perception in reading comprehension, were found to be significantly different in favor of female participants. General Reading Strategies, Problem Solving Strategies and Supporting Reading Strategies subscales of metacognitive awareness of reading strategies have a positive effect on Reading Visual Comprehension, Self-regulation in Reading and Reading Self-confidence scores of the participants. In other words, metacognitive awareness of reading strategies contributes to self-efficacy perception in reading comprehension of eighth-grade students.

Many educators hold beliefs that including students, at least to some degree, has academic and social benefits, however, they struggle with fundamental pedagogy. With a global shift from a segregated lens to that of an inclusive lens, special education teachers who once held positive beliefs towards segregated special education are now faced with a new reality of teaching students with disabilities in inclusive classroom settings. This paper highlights the experiences of ten educators who transitioned from teaching in a self-contained class to an inclusive class. Focus group and interview themes indicated that all had experienced a shift in their pedagogy- their overall beliefs and teaching methods- after they taught students with disabilities in inclusive classrooms. Despite their special education training, these educators were challenged by their own beliefs and expectations, the attitudes of others, and systematic barriers within the education system. Highlights of their change process include the positive performance of students with disabilities, the growth and development of the other students, and their overall pedagogical self-reflection. As a result, a framework, the Inclusive Educators’ Continuum of Change, was developed to highlight the change process and connect this research to the literature on inclusion and teacher change. This diagram can provide teacher educators a framework for discussing pedagogical change. Implications for professional development and teacher training for inclusive practice, as well as maximizing the educator skills in Professional Learning Communities (PLC) and mentorship opportunities will be highlighted.

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.

This study aims to find out the attitude levels of the fourth grade primary school students towards science and to examine these attitudes according to some variables. The study is designed in descriptive survey model to reveal the present situation.  The data were collected through Attitude towards Science Scale, a three-point Likert scale developed by the researchers. A total of 562 students participated in the study. The findings of the study demonstrate that the students' attitudes towards science, which are based on two dimensions including scientific discovery and scientific curiosity, are positive. The students' attitudes towards science do not differ statistically according to their gender. However, their attitudes towards science show statistically significant differences according to whether the students follow a scientific magazine or not, whether they study at a public or private school, whether their mothers are a teacher or not and the educational level of their parents. It is believed that the results will contribute to raising generations with positive attitudes towards science.

The aim of this research is to examine the psychological resilience levels of students studying in the Faculty of Sports Sciences according to some variables. The sample of the study consisted of Sports Sciences Faculty students of Duzce University, and the population consisted of 200 students from the Sports Sciences Faculty selected through a convenience sampling method. An eight-item personal information form developed by the researcher for demographic characteristics and ‘‘Short form of resilience scale’’ to determine resilience levels of participants were used. According to data obtained, while resilience levels, grades, gender, branch, department, age, and income variables of participants did not show a significant difference (p>0,05), it showed a significant difference according to sports age and place of living variables (p<0,05). Besides it was determined that resilience scores of male participants were higher than females, and team athletes had higher scores than individual athletes, lower classes had higher scores than upper classes, sports management students had higher scores than coaching and physical education and sports teaching students, and students who had younger age had higher scores than students who had older age. As a result of research, it was determined that resilience could be differed by class, sports age, residence variables. Also, it was revealed that sports age affects resilience negatively.