The intention of this study was to make a positive contribution to the scant literature on cyberbullying at the post-secondary level. Participants were 187 undergraduate students matriculated at a large U.S. Northeastern metropolitan Roman Catholic university. The focus of the study was on the prevalence of cyberbullying victimization and perpetration at the university. Eight students (4.3%) indicated that they were victims of cyberbullying at the university level; a total of 14 (7.5%) students acknowledged having participated in bullying at that level. A significant finding had to do with the comfort level of students in reporting cyberbullying. A comparison of the results of our study to those of the only other study of cyberbullying conducted at an institution of higher learning with the same religious affiliation revealed similar results.

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.

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.

This study aims to conduct Turkish adaptation, validity and reliability studies of the Teacher Rating Scales of Early Academic Competence. This study also aims to examine and improve early academic competence thoroughly on the basis of teachers’ ratings in Turkey, and lastly to contribute an assessment and measurement instrument to the literature which will enable to conduct further research in the field. This study was designed in a general survey model. The study included normally developing 619 36-72 month-old preschoolers attending to nursery classes and kindergartens affiliated to Afyonkarahisar Ministry of National Education in 2015-2016 academic year. The validity and reliability studies of the data obtained following the implementation of TRS-EAC, was completed. The Cronbach Alpha, split half test, test-retest reliability of the scale and its subscales were measured. TRS-EAC was found to be valid and reliable for 36-72 month-old children. It can be considered that the various studies that can be used TRS-EAC in Turkey will provide important contributions to the measurement power of this test.

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.

This research aims to reveal the first-year experiences of social studies teachers who have just started their profession in the public sector. Also, it aims to reveal what awaits teachers in the school environment and the current experiences of teachers at the beginning of the profession. Case study design, one of the qualitative research designs, was used in the study. The study group of the research consists of 34 social studies teachers working in secondary schools affiliated to the Ministry of National Education (Turkey) in the districts of Ankara. Participants were selected on an equal basis from all districts of Ankara province. Purposeful sampling, one of the non-random sampling methods was used in determining participants. In addition, criterion sampling was also used in the purposeful sampling phase. The obtained data were subjected to the content and descriptive analysis. As a result of the research, following the latest changes and developments and developing their basic knowledge and skills seems important for teachers who started their profession in the public sector. The multidisciplinary of the social studies branch, attractivity, and the fact that there are no alternatives comes to the fore in teachers' decision-making process to become social studies teachers. In addition, teachers participating in the research suggested to new teachers that they should master their fields, maintain their personal development, get to know the target group, and maintain strong communication in school.

The main purpose of this research was to reveal the opinions of prospective teachers of special education teacher education program about special education schools and the special education field. This study was used the phenomenological designed. It involved 14 special education teachers of Harbiye Selman Nasir Eskicak Secondary School. The collected data were subjected to data mining by content analysis. Some results had been obtained regarding the dreams and problems and solutions proposed by prospective teachers in a special education institution and special education. It had been found out that prospective teachers design student-centered and differentiate the disability differences among individuals-oriented design when designing special education schools. In addition, they pointed out that there were some problems related to teachers, teaching environment, curriculum, legislation and parents in the field of special education. It had been seen that prospective teachers who produce solutions to these problems have awareness about the field. With the help of the results obtained from the study, suggestions about the special education field were developed.

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.

This survey study provides a holistic picture of English teachers’ qualification and the status quo of English instruction in secondary school classrooms in four lowest-achieving rural disctricts in Beijing, China. It covers a wide variety of aspects related to language instruction, including teachers’ professional background and credentials, lesson preparation and instructional materials, teachers’ instructional languages, factors that limit English instruction, roles teachers play in classrooms, and classroom instruction on pronunciation and fluency, vocabulary, grammar, and comprehension. Results shows how inequality in resources and the lack of teaching standards and qualifications can negatively impact students, further hindering their academic and professional opportunities. The findings provide valuable information to the teacher preparation and professional development in these districts and hopefully bring attention to the Department of Education in China about the educational needs of the low achieving rural districts in Beijing.

Purpose of this research is to determine the perception of value of national boxers who study in physical education and sports department in universities. The research was evaluated with semi-structured interview method which is one of the qualitative research designs. The research group consisted of 11 national boxers studying at Gazi University Faculty of Sport Sciences, Firat University Faculty of Sport Sciences, Selcuk University Faculty of Sport Sciences and Mustafa Kemal University School of Physical Education and Sports in 2016-2017 academic year. Data were accessed through the Personal Information Form (4 questions) and Semi-Structured Interview Form (3 questions) prepared by the researchers. In the analysis of the data, content analysis method was utilized. As a result, national boxers who received sports science education at universities had value perceptions such as discipline, gentlemanship, self-confidence, respect, cooperation, responsibility, empathy, health, ambition, systematic work, tolerance and protection from bad habits and they also do not tolerate discrimination, violence and doping.

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.

The curriculum of an elementary school of Indonesian education currently emphasizes the affective aspects as a result of student learning for the sustainability of national development. This fact encourages teachers the responsibility to create and develop effective learning tools to foster tolerance, nationalism, be communicative and friendly, love peace, and social care. The objective of the study is to analyze the needs of students in elementary schools towards the development of educational comics to foster character development. This study uses qualitative approach. Participants were 120 fifth grade students. A questionnaire was used to collect the data of the study. The data were analyzed using an interactive model. The results of the study revealed that there was an interest of students in comic media as a teaching aid containing local wisdom values for character education. In the aspect of construction, comics are needed that are related to the ideal scope and size of the comics. In the aspect of content required comic material set in a national culture containing local wisdom, presentation of the story with the contents of an illustration of nationalism and social awareness. As for the design aspect and appearance, characterizations of cartoons are needed, involving a variety of colors, fonts of proportional size. The conclusion of this research is the development of educational comics media with local wisdom is needed to fulfill the needs of elementary school students as an effort to foster character.

Within the scope of the research, which aims to determine the leisure literacy and leisure exercise levels of the university students who volunteer in sports organizations, it is aimed to analyze the relationship and the differences of certain variables with measurement tools, as well as to examine the relationship and impact between leisure literacy and leisure exercise. In this context, 207 sports organization volunteers who participated in the study participated in the data collection, as well as a demographic information form, as well as the “Leisure Literacy Scale” and “Leisure-Time Exercise Scale" was used. In this study, the internal reliability coefficient for the Leisure literacy scale was .94 and .70 for the leisure exersice questionnaire. Descriptive statistics, independent sample t test, one-way analysis of variance (ANOVA) test and Tukey (HSD-LSD) test and Pearson Correlation test and regression analysis were used for data analysis. The findings reveal that participants have high leisure literacy (81.25 ± 14.04) and men exhibit more active leisure exercise levels, certain variables change leisure literacy and leisure exercise levels. On the other hand, positive strong relationships between leisure literacy and leisure exercise were determined, and leisure literacy was found to have a positive effect on leisure exercise level. As a result of the research, it can be stated that the volunteer participants who take part in sports organizations and evaluate their leisure time actively, the literacy knowledge, background and action level for their leisure time is an important factor that makes individuals spend their leisure by exercising.

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

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.

Contemporary studies related to teacher autonomy mostly deal with research into how autonomy is perceived by teachers and which variables it is associated with. On the other hand, there are very few studies dealing with how teachers’ instructional autonomy over the curriculum is reflected in the education process. The aim of this study is to reveal in depth the practices carried out in the context of instructional autonomy by science teachers who have different levels of autonomy. The study is based on data gathered from eight teachers employed at different schools in the province of Izmir in Turkey. Interviews, observations and documents were used for collecting the data. The results reveal that while teachers with high instructional autonomy successfully apply contemporary teaching methods, alternative evaluation techniques, high-order thinking skills and effective classroom management, teachers with low instructional autonomy fall short in all of these areas.

This paper investigated how puppetry could be used to improve the standards of early childhood science education. This study determined the effect of a puppet-making and puppetry workshop on preservice preschool teachers’ beliefs and attitudes towards science education and looked into their experiences during and after puppet-making. Although participants faced some difficulties during the workshop, they developed numerous socioemotional skills. Puppetry activities can help preservice teachers learn how to deliver child-centered, stimulating, and interactive classes. Using puppets in early childhood science education can help teachers develop positive attitudes towards science and offer students high-quality, engaging, and creative activities.

In the field of education, globally, teachers are recognised as important contributors in shaping learners’ interaction in a cooperative learning environment through effective lesson planning. There is a plethora of research conducted internally on lesson planning, as a critical instructional competency for good teaching and as a purposeful activity that precedes the delivery of instruction. This study aimed to explore Life Orientation teachers’ lesson planning incorporating a cooperative teaching and learning approach in secondary schools in De Aar, South Africa. The researchers adopted a mixed-methods phenomenological research design. Seven Grade 10 Life Orientation teachers were purposely selected to collect semi-structured interviews data, non-participatory observation, and document analysis. Data were analysed using inductive thematic analysis and supported with the literature review and the theory underpinning this study. This paper suggests an enactment between teachers’ subject and pedagogical content knowledge and instructional material. Lastly, it is also evident that many teachers lack knowledge, insufficient instructional resources, and an understanding of effective lesson planning to implement a cooperative teaching approach.

This study aims to produce empirical evidence of the validity and reliability of instrument items for the competency framework of agricultural teaching staff in Malaysian agricultural vocational colleges. The validity and reliability of the framework were analyzed using Rasch Model Measurement assisted by Winsteps 3.72 software. This research instrument contained 116 items, which was distributed to 30 instructors at the Teluk Intan Agricultural Vocational College, Malaysia. The selection of respondents was made by strata random where the researcher makes the strata of the population according to the percentage and then selects randomly based on the desired percentage. Validity analysis of the instrument was done through four functional testings. For reliability and separation of respondents, it was found that the individual reliability value was very good and acceptable. The results of the item polarity analysis detected no negative value (-) in the Point Measure Correlation value. Item matching analysis found that 11 items had to be dropped as they failed to meet the required conditions. From the analysis on local dependence that determines dependent items based on the standardized residual correlation value, it was discovered that the correlation value for the items used was detected; 13 items need attention. The results of the data analysis checking the functionality of the items suggested that some items should be dropped. The omission of these items has provided evidence that the instrument of competence of agricultural instructors is crucial to have a high level of validity and reliability for use in actual studies.

The early phase is the decisive period for the teachers’ career. Intellectual styles (particularly thinking styles) play a vital role in teachers’ professional development. With the purpose of measuring thinking styles of teachers at the early phase, this study was designed to validate a revised inventory of thinking styles (TSI-R2) for pre-service and early career teachers. A sample of pre-service teachers (n = 248) were invited to join the pilot study and a sample of teachers with one year work experience (n = 252) participated in the main study. Exploratory factor analysis, confirmatory factor analysis and reliability analysis were performed. The results suggested that with slight modification, TSI-R2 was a reliable and valid instrument to measure thinking styles of pre-service teachers and early career teachers, which has some implications to enhancing teacher education and development.