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. 

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.

The aim of this study was to determine teachers' perspectives on conflict management strategies and further to determine the effects of pupil control ideologies on their conflict management strategies. 120 primary and secondary school teachers were administered a Likert type questionnaire. The data collected were analyzed through multiple regression analyses and the teachers’ perspectives on conflict management strategies were determined. Moreover, the effects of pupil control ideology of teachers on their conflict management strategies were revealed. The results of this study suggested that teachers preferred integration reconciliation strategy in conflict resolution the most, and domination strategy the least. It was observed that, among the conflict management strategies, teachers’ pupil control ideologies predicted domination strategy positively and integration-reconciliation negatively. Certain suggestions were made based on the findings of the study.

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 research aims to combine the results of the studies conducted  in educational organizations between the years 2008-2018 that investigated correlation between organizational trust, and organizational support, organizational citizenship, organizational justice, organizational commitment, mobbing, organizational silence, job satisfaction, organizational cynicism and ethical leadership and obtain an overall result. Within this scope, meta-analytic method was used in the study. A literature review was performed by using the concepts "trust" and "organizational trust".  A total of 43 independent studies were incorporated into the research by considering the selection criteria determined by the researcher. The total sample size (teacher, academician and school administrator) is 22859. The studies included in the research were analyzed according to random effects model (REM). According to the results of the analysis, there is a high positive correlation between organizational trust, organizational justice [r = .70] and ethical leadership [r = .82]; a moderate positive correlation between organizational trust and organizational commitment [r = .51], organizational support [r = .57], organizational citizenship [r = .43] and job satisfaction [r = .61]. In addition, there was a moderate negative correlation between organizational trust, organizational cynicism [r = -.62] and organizational silence [r = -.30]; and also a low negative correlation between organizational trust and mobbing [r = -.24]. Based on these findings, the high level of organizational justice, organizational support and ethical leadership perceptions of the education stakeholders increase level of organizational trust; whereas the high level of organizational trust increases their job satisfaction, organizational citizenship behaviors and organizational commitment, and reduces organizational cynicism and organizational silence perceptions. In addition, employees' exposure to mobbing causes a decrease in organizational trust levels.

In general, teacher educators are considered to be educational specialists whose main task is to communicate content-based concepts to prospective teachers. However, unfortunately, most studies on teacher professional development overlook this specific language-oriented aspect of content-based teaching. Therefore, we address the aforementioned research gap and argue that teacher educators’ evaluation of their language-oriented performance in educational communication enhances the quality of their content-based teaching. Accordingly, we examine how the language-oriented performance of teacher educators is evaluated by both individual teacher educators (sample size N=3) and their students (N=32) in a small-scale intervention study. The findings of the study reveal that there is a relationship between the order of application of five language focus areas (i.e., language awareness, active listening, formalizing interaction, language support, and language and learning development, as noticed by the students), and teacher educators’ ability to apply these areas in accordance with their objectives related to content-based teaching.

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 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.

This research examines the English language teachers’ motivations related to the usage of role-playing on English language practice in rural secondary schools in Ecuador. The sample consists of 45 English language teachers who work in public schools located in the rural and urban areas of the province of Manabi. A mixture of qualitative and quantitative research approaches is applied to analyze teachers’ motivations about using role-plays in English class and analyze the relationships between teaching motivations and the factors: teachers’ gender and work location. The instruments are (1) Focus group guide to collect participants' voices about the language practice at schools; and the (2) Likert questionnaire created by the research team, titled: Teachers' perceptions about role-play contribution on the foreign language acquisition process. The statistical analysis shows significant relationships between teachers’ perceptions and the factors in gender and work location. It is concluded that English teachers, both female and male from rural and urban locations in Ecuador, are highly motivated to use role-play in secondary schools as a teaching strategy, in spite of the demand of extra time and energy required, because it promotes in teachers and students the collaborative and creative learning; and improves their confidence to express their ideas and feelings using English as a foreign language.

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.

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 surge of learners being immersed in computer game contexts for learning has instigated dialogue about the contextually appropriate collection of reliable and valid data to inform education-based decisions. The purpose of this article is to develop educational practitioners’ understanding of preliminary research work, and to inform educational researchers about design and reporting of preliminary research work, in the context of reported preliminary studies on Digital Game-Based Learning Interventions (DGBLIs). First a checklist of processes for the reporting of preliminary studies is provided. Second, a summary is offered of the characteristics of each type of preliminary study including the description, objectives, and methodology. Third, an example from peer-reviewed literature is identified of each type of preliminary study relevant to DGBLIs and conducted within the past five years. Evident from the examples selected, educational researchers and practitioners are best advised to recognize the characteristics of preliminary studies — pilot work, feasibility study, pilot study, pilot trial, and field test — to better inform DGBLIs before embarking on a full-scale study, and to meet the need of educational practitioners for concrete evidence about DGBLIs.

In order to create a healthy social structure, there should exist common values and these values need to be transferred to next generations. In this transfer process, education plays a vital role in transferring values in society. Values are personal, moral and social emotions which help a human and a society survive. Being a society-oriented course, social studies has an important place in transferring values. The primary aim of the social studies course in our country is to raise good citizens. One of the duties of educational institutions, which intend to have students acquire behaviors aiming for the wellbeing and beauty of the society, is to give values education. One of the values included in the social studies course teaching program is the value of responsibility in a society. In this study, the 5th grade students' views of the value of responsibility were examined. A total of fifteen students, six male and nine female, participated in the study. In the study, the data collected via the semi-structured interview technique was analyzed according to qualitative research methods. According to the results obtained via analyzing the answers given by the 5th grade students participating in the study, it can be stated that the students had the value of responsibility.

The article provides an analysis of the literature on interactive cognitive strategies. The aim of the study is to examine the pedagogical potential of interactive cognitive strategies for the effective formation of a multilingual personality of a future teacher. The research used theoretical and empirical methods: analysis of theoretical sources, analysis and generalization of the experience of scientific and methodological developments, training of students of a pedagogical institution. The problem of developing scientific and methodological support for the use of interactive cognitive strategies for the effective formation of a multilingual personality of a future teacher is being updated. A generalization of the obtained results indicates that the use of interactive cognitive strategies positively affects the formation of the multilingual personality of the future teacher. The research was supported by within the framework of the project on research on priority directions of scientific activity of the universities-partners in networking (South Ural State Humanitarian Pedagogical University and Mordovian State Pedagogical Institute) on the topic of “Linguodidactic foundations of the intercultural communicative competence formation of a future teacher”.

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.

This study aimed to investigate whether Thai high school students’ perceived teacher support could enhance their reading ability through self-efficacy and sense of school belonging. The theoretical foundation of this study included the theory of social-motivational processes and social cognitive theory. Structural equation modeling was used for analysis and validation. The student questionnaire from the Programme for International Student Assessment (PISA) 2018 survey questions regarding teacher support, sense of school belonging, self-efficacy, and reading ability. The sample consisted of the data collected from the Thai students in the PISA2018 survey, with an effective sample size totaling 7968. The research results of the overall model showed that the perceived teacher support of Thai high school students’ had no direct effect on their reading ability, but their perceived teacher support had an indirect effect on reading ability through their self-efficacy and sense of school belonging. From the results can be seen that high school teachers in Thailand, in supporting and encouraging their students in learning, must simultaneously develop their perceived self-efficacy and sense of school belonging. Only thus can there be obvious help to their students’ reading ability.

One adds meaning into his/her own life thanks to several values (reliance, respect, tolerance, benevolence, responsibility, justice, etc.). While the foundation of these values is laid at early ages, they might undergo several changes thanks to life experiences. Thus, the perceptions of the interviewee regarding that value are to be taken into consideration while teaching values. This study is assumed to raise awareness and to lead similar other studies. This study is in the form of a research article. The purpose of this qualitative research is to find out the views and opinions of students on trust values, taught in social sciences courses. In the research, the case study method was applied. The research was conducted in Zubeyde Hanim Primary School in Isparta, in the 2017-2018 academic year towards the end of the second semester on the 1st, 2nd, 3rd graders. Students differ in parents' education level, gender and age. In the study, data were collected by a semi-structured interview form. Four experts’ opinions were consulted to ensure the reliability of the study. Data were analyzed using both descriptive and content analysis methods. According to the findings obtained, it is observed that students differ in trust values, desired to be acquired in social sciences courses, depending on grade level and gender. We may state the fact that the interaction of the child with his/her environment has been affecting the value of reliance since very early ages and that the meaning added into reliance might differ as the child gets older.

This study investigated the influence of teachers’ classroom management on pupils’ motivation for learning and academic achievement in Kwara State. Descriptive survey design was adopted. The population was all primary teachers and pupils in Ilorin Metropolis, Kwara State. The sample size was 250 teachers and all pupils in their classrooms. One research questions and four hypotheses guided the study. The instruments used to collect data were researchers’ developed instruments titled ‘Teachers’ Classroom Management Style Observation Scale (TCMOS) and Pupils’ Motivation for Learning Rating Scale (PMLRS) with reliability coefficients of 0.82 and 0.86 respectively. Data collected were analysed using descriptive statistics, linear regression, t-test and Analysis of Variance (ANOVA). All hypotheses were tested at 0.05 level of significance. The results showed that there was significant influence of classroom management styles on pupils motivation for learning (F_(1,248) = 121.155, p < 0.05) and their academic achievement (F_(1,248) = 28.947, p < 0.05). It was therefore recommended that teachers should be encouraged to adopt appropriate classroom management to motivate pupils to learn for improved academic achievement. Also, courses on classroom management and leadership should be integrated into the teacher training curriculum while regular retraining of in-service teachers should be encouraged.