The study focused on languages of education in Nigeria and extent of implementation in the (UBE) Schools in Ebonyi State. The study adopted a descriptive survey design. The population of the study constituted all the Universal Basic Education teachers in the 13 LGA of the State. A sample study of 555 respondents was selected using proportionate stratified random sampling technique which reflected teachers in the urban and the rural schools. The instrument used was questionnaire which was validated and trial tested for reliability and a value of 0.84 was obtained. Mean and standard deviation were used to answer the research questions while t- test was used to test the hypotheses at 0.05 alpha level of significant. Findings showed that languages in education were implemented to a low extent and that extent of materials that enhance languages’ effective implementation were made available to a low extent which were more experienced in schools in rural areas. It was recommended that teachers should embrace stipulations of the Government based on the National Policy on Education and that the government should embark on training and retraining of teachers on different languages in Nigerian Education and provide other resources for effective language implementation.

This pilot study focuses on the impact of academic conferences from a gender-based perspective. What motivates faculty members to attend conferences? Which conferences do they choose? Can differences be found between men and women in their attitude to the effect of the conference and its contribution to their academic work, in light of many studies on the significance women attach to the value of family and its prioritization over their career? The study dealt with a case study of one university in Israel. Ninety four academic faculty members from a variety of departments completed a questionnaire, including 60.9% women and 39.1% men. The main finding is that, among both men and women, academic conferences are perceived as contributing to their professional development. Faculty members addressed the contribution of conferences to their professional development. Findings showed that professional focusing during conferences results in publications and develops interest in the conference – and not vice versa, i.e., it is not interest in the conference that leads to publications. It was also found that the size of the conference predicts the significance of the focus on professional aspects. From a gender perspective, women prefer small conferences. In addition, for women, although they prefer small conferences they attach significance to collaborations that lead to professional focusing on their fields of research. Women appear to bring their "family-oriented patterns" to their work, explaining their inclination to small and more intimate conferences. The research findings might have an impact on the consideration given to planning academic conferences in order to reach the academic outcomes expected by faculty members who perceive conferences as an essential platform for their professional development.  

This study aims to describe achievement motivation on outstanding students in learning to write at the fifth grade  primary schools students. The research method used is descriptive qualitative. Subjects in this study were 18 achieving students. The data were collected through questionnaire, interview and observation. Analytical techniques used are interactive analysis consisting of data collection, data reduction, data presentation and conclusion. The results of this study indicate that the achievement motivation on outstanding students in learning writing is good, this happens because of several factors that support outstanding students in learning writing have good achievement motivation. There are factors of individuals (intern) and environmental factors (external), an individual factor which consists of 1) the competence of students; 2) belief to succeed, while environmental factors consists of 1) the competitive situation; 2) support from parents, 3) schools, including how to teach teachers.

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.

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.

In this study, the relationship between high school students' test anxiety, academic procrastination behaviours, family attitudes and academic achievements were examined; the predicting of test anxiety, academic procrastination and family attitudes on the academic achievement was also investigated. The participants of the study were composed of 496 high school students. The end-of-term grade average of the students was defined as the criterion of their academic achievements. The students' test anxiety was measured by the Revised Test Anxiety Scale and the academic procrastination behaviours by the Academic Procrastination Scale. The family attitudes were measured by determining the frequency of the activities that support the academic achievement of the students. Data were analysed by correlation and regression methods. The findings indicate that there was a negative correlation between “achievement score” and “anxiety”, “test irrelevant thinking” and “academic procrastination” while there was a positive correlation between “achievement score” and “family attitude”. The findings also revealed that “tension”, “bodily symptoms” and “family attitude” significantly predicted the “end-of-term grade average” positively, while “worry”, “test irrelevant thinking” and “academic procrastination” significantly predicted the “achievement score” negatively. The findings were discussed in the light of literature along with the suggestions for further studies.

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 research was conducted to investigate the predictive role of homophobia and unconditional self-acceptance on respect of differences in psychological counselor candidates. Participants were 239 psychological counselor candidates. The Respect of Differences Scale, the Homophobia Scale, and the Unconditional Self-Acceptance Scale were used to collect the data. Path analysis was used to determine the influences of variables on respect of differences. The independent sample t-test and one-way ANOVA were used to determine differences between participants in terms of gender and grade. The results of the analysis indicated that homophobia and unconditional self-acceptance are predictors of respect of differences, and place of living and traditionally have an indirect effect on respect of differences. In addition, female participants reported a higher level of respect of differences than male participants. Similarly, first year college students reported a higher level of respect of differences than fourth year college students.

This study aims to explore the effect of students’ family socio-economic status, gender, family support, learning motivation and peer relationships and teachers’ equity on the victims of school bullying in Hong Kong. Additionally, the model was analyzed by SEM. The participants in this study were 15 year-old middle school students living in Hong Kong. The data were collected from the PISA 2015 database and the valid number was 4856. The results indicating that family support, peer relationships, and teacher fairness have a negative influence on school bullying. Family support affects one’s risk of being bullied by influencing learning motivation. Peer relationship affects one’s risk of being bullied by influencing learning motivation. Teacher fairness affects one’s risk of being bullied by influencing learning motivation.  

The aim of the study is to examine the pre-service teachers’ problem solving skills and curiosity levels according to different variables and to determine whether there is a relationship between them. The research was designed as a descriptive study in the survey model. The sample of the study consists of 1st and 4th grade pre-service teachers in the departments of German, Science, English, Mathematics, Music, Pre-school, Painting, English, Mathematics, Turkish Language Teaching at a university in Turkey. “Curiosity Scale” adapted into Turkish by Demirel and Diker Coskun, “Problem Solving Inventory” adapted into Turkish by Sahin, Sahin and Heppner  and “Personal Information Form” prepared by the researcher were used as data collection tools. In the analysis of the data obtained, SPSS-Windows 22.00 package program was used and descriptive statistics and parametric tests were applied in accordance with the sub-problems of the study. In addition, a correlation analysis was conducted to determine whether there was a relationship between pre-service teachers’ problem solving skills and curiosity levels. Based on the findings, suggestions about the problem solving skills and curiosity levels of the prospective teachers were presented.

The current study investigated the opinions of secondary school students taking the science course from different science teachers about the science course and science teachers. The current study was conducted with the participation of 32 students instructed by different science teachers and attending different secondary schools in the fall term of 2018-2019 academic year. The data of the current study were collected by means of semi-structured interviews. In the analysis of the data, the descriptive analysis technique was used. The findings of the current study have revealed that high majority of the students love their science classes and science teachers, that in science classes, lecturing, question-answer and note-taking are methods widely employed, that if there is a smart board in the class, then Okulistik or EBA computer program is on, that the assignments given are from the textbook, that the most frequently adopted behavior by the teachers in the face of any discipline problem is warning and that informal learning environments are not used much. Moreover, it was found that projects are rarely assigned to students and the projects assigned are given as homework. A great majority of the students expect their teachers to be entertaining, they want their lessons to be instructed through games and experiments, and they do not want to write a lot in their classes.

The aim of this study was to investigate the social media addiction of high school students in terms of some variables such as age, class, type of school, gender and daily average internet usage period. Survey method was used in the study. “Social Media Addiction Scale” (SMAS) developed by Tutgun-Unal and “Personal Information Form” prepared by the researcher were used as data collection tools. The data were obtained from a total of 596 students studying in three high schools with different academic achievement level in Kirsehir in Turkey. No significant difference was found in terms of gender variable. When the total scores of high school students on Social Media Addiction Scale are examined, it is determined that the students have “low level of addiction”. In addition, it was found that there was a significant relationship between high school students' daily average internet usage time and social media addiction.

Our goal for this article is two-fold: 1) to examine the efficacy of participatory concept mapping as an integration tool for mixed methods research (MMR), and 2) to explore, using concept mapping, pre-service teachers’ epistemic cognition (EC) and its relationship to teaching orientation (TO).  Using a combined developmental and dimensional framework, preservice teachers’ (N=48) concept maps about their (EC) and (TO) were investigated.  Analyses revealed that the majority of the participants were consistent with the EC profiles of either: 1) absolutist, 2) multiplist, or 3) evaluativist.  Participants’ EC and TO were clearly linked and implications for learning, instruction, and teacher education are discussed. Finally, concept mapping was deemed an effective tool for MMR especially as it pertains to integration.

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?

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.

In the context that it was scrutinized in the present study, peer instruction was initially developed by Eric Mazur, a physicist. The aim of the present study was to determine the impact of peer instruction method on academic achievements and creative thinking skills of the students. The study was conducted with the pre-test-posttest control group method, a quasi-experimental design, which was defined as a two-factor mixed design. The study was conducted with sophomore students attending Firat University (FU), Faculty of Education, Social Studies Teaching Department in Turkey during the 2018-2019 academic year spring semester. The experiment (N = 30) and control (N = 30) groups were determined with convenience sampling (a non-random sampling method). Present study findings demonstrated that peer instruction method improved the achievement and creative thinking skill levels of the students. However, it was observed that the method was more effective on course achievement.

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.

The aim this qualitative study is to determine current situation of policy on teacher employment model in Turkey from the perspectives of contracted teachers. The sample of the study consisted of 24 forms and branch teachers who were determined with the method of convenience sampling. The inclusion criterion for the sample was being contracted teachers who were employed in the provinces of Erzurum and Sanliurfa in Turkey in the academic year of 2017-2018. The data of the study was collected by using a semi-structured interview form consisting of open-ended questions. The data was analyzed by using the qualitative research method of content analysis. The findings of the study were discussed under the themes of the objective of contracted teaching, its negative aspects, and the future of the practice and solution recommendations. According to the results of the study, the vast majority of the participants were aware of the objectives of the practice of contracted teaching. The participants thought that the practice provided continuity in instruction-teaching and teachers at the schools they were appointed to. The vast majority of the participants were of the opinion that the practice of contracted teaching led to status discrimination as tenured-contracted teachers, and this reduced their motivations and organizational commitment. They stated that this practice carried negative aspects in terms of postgraduate education and being prospective teachers.

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.

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.