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.

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.

It has been well documented that oral language skills are precursors of the development of written abilities, meaning that improving oral language skills, e.g. vocabulary, listening comprehension, could have positive effects reading comprehension. The main aim of the present study was to analyze the effect of a training program focused on four components of comprehension ability provided in listening or written modality on first-graders’ reading and listening comprehension. The training programs were implemented by school teachers as part of the class’s normal school activities, under the supervision of experts. Their efficacy was compared with the results obtained in a passive control group. Our results showed that both the training programs produced positive effects on listening and reading comprehension (by comparison with a passive control group), and that the gains in reading comprehension were maintained at a five-month follow-up. Findings demonstrated specific improvements in listening comprehension with the listening modality program, as well as an improvement in the modality not directly trained. A similar cross-modality effect was found from the written modality training group, therefore confirming the strict relation between oral and written abilities. Reading comprehension performance of first graders can be improved with activities provided in listening and written modality. Hence, it is possible to enhance reading comprehension even before decoding and fluency in reading are acquired.

An essential qualification requirement of the teachers´ profession is to handle the conflict situations effectively focusing on cultivation healthy kinds of relationship with other participants of the educational process, keeping discipline, communicative and good teaching atmosphere. In this contribution, we compare styles used in solving the conflict situations insight teaching profession objectively. Slovak elementary school teachers (N = 22) and secondary grammar school teachers (N = 42) were ask to complete a questionnaire consisting of 25 questions with 5 types of solving the conflict situations at school (avoiding, fighting, compromising, accommodating, collaborating). The occurrence and the use of different teachers´ approaches to solving the conflict situation were compared and analyzed. The Likert scaling and the method verified by professor Northouse were used for data evaluation. It is of high importance to pay attention to the dominant style (or the absent one) of solving the conflict situations in the teacher-student, teacher-teacher or teacher-superior interactions and to explore the differences of applying them.

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.

There has been an increased interest in L2 learners’ motivation and autonomy over the past several decades, and both variables are recognized as characteristics of successful language learners. The L2 motivational self system (L2MSS) is a recent approach to L2 motivation research that sheds light on many aspects of a language learners’ self. Additionally, autonomy is known to promote long-term foreign language learning success. Understanding these measures and what variables influence them can help educators determine how to best help their students achieve success in language learning. This study examines Taiwanese university students’ ideal L2 selves and autonomy as measured on questionnaires. This study seeks to examine whether any differences exist between Taiwanese students who attended normal, comprehensive, or vocational high school programs in Taiwan. The results show that while differences exist and several of the L2MSS and autonomy variables are strongly correlated, there are no significant differences between students in these three groups. The results suggest that there may be other variables not measured in this study which do have an impact on a learners’ L2MSS and/or autonomy.

This study examines the effects of the SCAMPER technique-based educational activities in the simple machines unit of a science lesson on students' academic achievement, motivation and attitude. The study examines the effects of the simple machines unit activities in the science lesson through a paired quasi-experimental design, which is one of the quantitative research methods. The sample group of the research consists of 33 eighth-grade students studying in a middle school in the Ortaköy district of the Aksaray province in 2018–2019. The research uses simple random sampling method. The experimental group was given SCAMPER-based activities in the simple machines unit for 4 hours a week with a total of 16 hours, and lessons were conducted with the control group in line with the curriculum. To collect data within the framework of the research, the 'attitude scale towards science lesson', scale for 'students' motivation towards science learning' and 'simple machines unit achievement test' were used. As a result, when compared to the control group, there was a significant difference in the academic achievement and motivation of the experimental group who performed SCAMPER-based activities in the simple machines unit of the science lesson. There was no significant difference between the attitude scores of the experimental and control group as a result of the study.

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.

Child Friendly School (CFS) is a democratic environment based on children's rights, where all students are accepted, teaching-learning processes are organized according to children's interest needs, health, safety and protective measures are taken for children and gender-based discrimination is not provided. Preschool education institutions, which are considered to be very effective on the future of the child and the society, should be child friendly in this way. The aim of this study is to identify the teaching-learning environment of independent kindergartens in the context of a child-friendly. The data of the study was obtained from the independent kindergarten in different socioeconomic environments with “CFS Diagnostic Form”. According to the results, it was seen that in terms of effectiveness, the physical areas and materials of the schools were sufficient, but the places and qualifications that increase the effectiveness of teaching were insufficient; in terms of inclusiveness, all children attend school without discrimination in terms of inclusiveness, but female students have low access to school; in terms of democratic participation, means are used to ensure communication with the environment, in terms of healthy, safe and protective environment, physical requirements are fulfilled, necessary measures are taken, but ventilation and out-of-school safety measures are not sufficient and in terms of gender sensitivity, there is no discrimination based on gender. It has been concluded that the independent kindergartens are largely child-friendly, despite some inadequacies.

Learning Indonesian in elementary schools can help students get to know themselves, their culture and other cultures, express ideas, participate in society, and discover and use the analytical and imaginative abilities that are present in them. In the implementation of Indonesian language learning there are many gaps, so it is less able to achieve the specified learning objectives to the maximum. This research was conducted in class 5 of Totosari Elementary School No. 102 Surakarta, Indonesia. The purpose of this research is to explore obstacles in the process of learning Indonesian in elementary schools. This research uses a case study approach. Data collection was carried out by observing the Indonesian learning process, interviewing, and examining the average student test scores. The collected data were analyzed using interactive analysis according to Miles and Huberman. The results of his research are 1) The teacher has not used the media in the learning process especially Indonesian Language learning; 2) Learning is carried out is still conventional; 3) Students in learning tend to memorize subject matter. Through learning innovations that are in accordance with the characteristics of elementary school students are expected to be able to create meaningful learning.

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 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.

This study aimed to develop an instructional design that focuses on programming teaching for gifted and talented students and to investigate its effects on the teaching process. During the development of the instructional design; the steps of Morrison, Ross and Kemp Instructional Design Model were followed. Embedded experimental design, one of the mixed-method research designs, was used in the modeling of the study. The participants consisted of students studying at the Science and Art Center (BILSEM) (experimental group: 13 girls and 12 boys, control group: 10 girls and 15 boys). While the instructional design developed by the researchers was applied to the gifted and talented students in the experimental group, the standard activities used in Information Technologies and Software Courses at BILSEM were applied to the gifted and talented students in the control group. “Computational Thinking Scale (CTS)”, “Torrance Creative Thinking Test (TCTT-Figural)” and “Computer Programming Self-Efficacy Scale (CPSES)” were used to collect the data of the quantitative phase of the study. Qualitative data were gathered by using interview form, observation forms, and design thinking rubric. Two-Factor ANOVA Test, Bonferroni Adjustment Multiple Comparisons Test, and interaction graphs were used to analyze quantitative data while qualitative data were analyzed by content analysis. The quantitative results of the research showed that the instructional design was effective on students' computational thinking and creative thinking skills, but not on programming self-efficacy. Qualitative findings revealed that the instructional design helped the students learn the computational concepts, use computational applications, and develop computational-perspectives. Also, students improved their design thinking skills to a certain level and expressed that they enjoyed the design thinking process, learned the course content, and experienced some difficulties.

STEM education is a pedagogical philosophy which aims to draw the interrelationship between science, technology, engineering and mathematics to solve complex problems in real life situations. In order to use STEM education to foster students’ learning, the researchers designed STEM activities for middle school students related to the concept of force and motion in three different approaches: a linear model, a jigsaw learning and a stand-alone engineering design activity. To compare the effectiveness of the three approaches, the researchers analysed students’ reasoning and problem-solving scores gained before and after doing the activities. The result showed students participating in the linear model and in the jigsaw learning significantly outperformed those in the stand-alone engineering design activity. In addition, when comparing conceptual development between those attending the linear model and jigsaw learning, the result showed that the former significantly outperformed the latter. It is therefore suggested that to maximise the effectiveness of STEM activities in promoting conceptual understanding as well as reasoning and problem-solving skills, teachers should adopt the linear model. However, when instructional time is limited, the jigsaw learning can be considered as an alternative approach. The stand-alone engineering design activity although can promote students’ enthusiasm to learn, it may not sufficiently lead to the development of reasoning and problem-solving skills as expected.

The study's goal was to examine the correlation between the computer programming self-efficacy and computational thinking skills of gifted and talented students. The capacity of the computer programming self-efficacy of gifted and talented students to predict their computational thinking skills were also examined. The relational screening model has been implemented in the research. The participants of the study were composed of 106 secondary school gifted and talented students studying the Individual Ability Recognition Program (IAR) at the Science and Art Center in the city center. Typical case sampling was applied for the student identification of the participants, 46 are female and 60 are male. Gifted and talented students' computational thinking skills were assessed using the "Computational Thinking Skills Scale” and the computer programming self-efficacy was measured by using the "Computer Programming Self-Efficacy Scale". Data were analysed by Pearson correlation analysis and simple linear regression analysis in statistical software SPSS 22. Research results found that there was a positive and high correlation between the computer programming self-efficacy and computational thinking skills. The gifted and talented students' computer programming self-efficacy demonstrated 31.5% of the total variance in computational thinking skills. This finding supports the claim which is present in the literature that self-efficacy in computer programming is the affective aspect of computational thinking skills. To predict computational thinking skills, it may be recommended to build multiple models for cognitive and affective skills of gifted and talented students.

E-learning pedagogy is used in many health training institutions in Uganda, However, despite the high investment, e-learning adoption is still low. This study aimed at ascertaining the relevance of on-line quality management in improve e-learning adoption in midwifery schools in Uganda. It used an explanatory sequential mixed methods design to ascertain if on-line quality management was significant at improving e-learning adoption and the on-line quality traits which would be implemented by midwifery schools to improve e-learning adoption. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to determine if on-line quality management was significant to e-learning adoption. The second embraced a qualitative data collection and analysis to ascertain the detailed traits of on-line quality management relevant to e-learning adoption. Linear regression analysis established on-line quality management had influence on e-learning adoption (p=0.000). On-line quality management accounted for 55.5% of the variance in e-learning adoption with a strong positive statistically significant relationship, and its salient traits included; Compact Disc, Read-Only-Memory materials meets the expectation of users, collaborative improvement of on-line quality, Learning Management System meets expectations of users, providing the best on-line experience, e-learning program being described as an excellent on-line learning experience, and guidelines for improving on-line quality. Midwifery schools therefore have to focus on the six most relevant traits of on-line quality management if they are to improve e-learning adoption.

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.

The purpose of the current study is to evaluate the undergraduate programs implemented in different Foreign Language Departments on the basis of the pre-service teachers’ opinions by using the “Context-Input-Process-Product (CIPP)” model. The current research was conducted on 40 pre-service teachers from the German, Arabic, French, and English Language Teaching Departments of the Gazi Education Faculty of Gazi University in the city of Ankara in Turkey in 2017-2018 academic year. The study was designed according to the qualitative research model. In this regard, the study employed the phenomenological method. As the data collection tool, a semi-structured interview form developed by the researchers was used. In the analysis of the collected data, the descriptive analysis method was used. In the study, the context, input, process and product dimensions of foreign language teacher training programs were evaluated on the basis of student opinions. According to the results, the participants found the program sufficient in terms of reading, writing and listening skills but inadequate in terms of speaking skill. It seems that the participating students think that the foreign language teaching programs generally meet their needs but do not adequately meet their need for developing their speaking skill. It can be suggested that the class hours devoted to the development of the speaking skill should be increased. Arrangements such as using computer-based programs and increasing speaking lessons can be made for students to improve their speaking skill.

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.