This study aims to compare the reading comprehension levels of 7th-grade students in authentic and modified texts. For this purpose, two texts were identified, one being narrative and the other informative. The selected texts were processed according to determined modification criteria, and an effort was made to align them with the students’ grade levels. Following this, reading comprehension questions regarding the texts were prepared. Two study groups were utilized during these stages. The first group (n = 22) was included in the text modification process. While the second group (n = 34) was used during the development phase of the reading comprehension questions. After preparing the texts and reading comprehension questions, two groups equivalent in terms of reading comprehension were selected. One group was presented with the modified text, and the other group received the authentic text. Subsequently, reading comprehension questions related to the read texts were directed to these two groups. Thus, the third group in the research (n = 92) participated in the comparison of reading comprehension scores obtained from the authentic and modified texts. The obtained data were analyzed with ANCOVA in the Jamovi software. According to the findings, the contribution of texts modification to reading comprehension is statistically significant. Effect size analyses showed that this contribution was at a medium level (η²ₚ = .087) for the narrative text and at a large level (η²ₚ = .141) for the informative text.
The aim of this study is to examine the school adjustment of middle school students in Türkiye based on gender, class and region. The population of the research consists of secondary school students studying in public schools in Türkiye. The sample consists of 26,962 students selected from 24 provinces and 104 schools, representing 12 regions according to Türkiye's NUTS. The School Adjustment Scale for Secondary School Students developed by Gençtanırım Kurt et al. (2023) was used to measure the adjustment of secondary school students to school. Factorial ANOVA was applied to the comparisons made by taking into account the gender, grade level and region of residence of the secondary school students. Data analysis was carried out with the Jamovi statistical package program. The results of the research revealed that secondary school students' total school adjustment scores and the academic, social and behavioral adjustment scores, which are the sub-dimensions of school adjustment, showed significant differences according to gender, grade level and statistical regions. Accordingly, the highest average in terms of academic adjustment dimension is in the Northeastern Anatolia Region; the lowest average is in the Eastern Marmara Region; the highest average in the social adjustment dimension is in the Western Black Sea Region; the lowest average is in the Central Anatolia Region; it was determined that the highest average in the behavioral adjustment dimension was in the Western Anatolia Region and the lowest average was in the Istanbul Region. When looked at by region in terms of school adjustment total scores, it is seen that the highest average is in the Northeastern Anatolia Region and the lowest average is in the Western Marmara Region. To reduce these disparities, it is recommended to expand psychosocial support programs for students, particularly in regions with low levels of adjustment, and to strengthen the training processes of teachers so that they can develop sensitive and inclusive educational strategies for students.
Bireysel öğretim esas alınarak gerçekleştirilen bu çalışmanın amacı okuma güçlüğünün giderilmesinde ve okuma motivasyonun artırılmasında etkileşimli okuma yöntemiyle okunan resimli çocuk kitaplarının etkisinin ortaya konması ve sürecin ayrıntılı bir şekilde incelenmesidir. Çalışmanın katılımcısı ilkokul birinci sınıfı bitirmek üzere olan bir öğrencidir. Çalışmada tek denekli araştırma türlerinden AB deseni kullanılmıştır. Öğrencinin okuduğunu anlama becerisi ve okuma hataları “Yanlış Analiz Envanteri”yle, okuma motivasyonu “Başlangıç Düzeyi Okuyucuları Okuma Motivasyonu Ölçeği”yle ve prozodik okuması “Prozodik Okuma Ölçeği”yle ölçülmüştür. Öğrencinin doğru okuması 1 dakikada doğru okunan kelimelerin yüzdesi formülüyle, okuma hızı ise 1 dakikada doğru okunan toplam kelime sayısı formülüyle ölçülmüştür. Verilerin analizinde tek denekli desen çalışmalarında kullanılan grafik analizi ve betimsel analiz yöntemleri kullanılmıştır. Çalışmanın sonucuna göre etkileşimli okunan resimli çocuk kitapları, akıcı okuma ve okuduğunu anlama becerilerinin geliştirilmesinde ve okuma motivasyonunun artırılmasında etkilidir. Bu da okuma güçlüğünün giderilmesinde etkileşimli okuma yöntemiyle okunan resimli çocuk kitaplarının etkili olduğunu göstermektedir. Ayrıca etkileşimli okunan resimli çocuk kitaplarının, okuma sürecini keyifli hâle getirerek öğrencinin bu sürece istekli bir şekilde katılmasını ve okumaya daha fazla zaman ayırmasını sağladığı görülmektedir. Bunun yanı sıra aile bireylerini ve arkadaşlarını okuma sürecine dâhil etmesine, kendisini daha iyi bir okuyucu olarak tanımlamasına ve kelime hazinesinin gelişimine katkı sunduğu görülmektedir.
In June 2024, the Salamanca Statement and Framework for Action on Special Needs Education (United Nations Educational, Scientific and Cultural Organization [UNESCO], 1994) have seen its 30th anniversary. The Salamanca Statement has been the mainstay of the spread of inclusion and influenced the educational systems of many countries. Although the countries that signed the Statement have made various regulations in their policies and practices to create more inclusive educational environments, these regulations have not been at the same pace and intensity in every country. In this study, we discussed what happened in the education systems of Türkiye and Hungary, the two countries that signed the Salamanca Statement, from 1994 to the present day. This comparison of the education systems of these two countries with different cultural, historical, and political backgrounds can contribute to the evaluations regarding the current situation of the practices of inclusion.
Bu araştırmanın amacı, Dönüştürücü Öğrenme Kuramı’na (DÖK) dayalı olarak tasarlanan öğrenme etkinlikleri aracılığıyla sınıf öğretmeni adaylarının öğretmenlik mesleğine yönelik bakış açılarında meydana gelen dönüşümü incelemektir. Çalışma, sınıf öğretmenliği mesleğinin yeterliklerinin zorlayıcı olmadığını ve bu yeterliklerin meslek içinde deneyim yoluyla kazanılabileceği görüşüne sahip 16 öğretmen adayıyla yürütülmüştür. Katılımcılara dair yapılan ihtiyaç analizi doğrultusunda, DÖK’e uygun eylem planları geliştirilmiştir. Bu planlar çerçevesinde öğretmen adaylarının mesleki yeterlikleri ve bakış açıları eleştirel yansıtma süreçleriyle dönüştürülmeye çalışılmıştır. Eylem araştırması desenine göre yapılandırılan bu çalışmada çoklu veri toplama araçları kullanılmıştır. Araştırma sonucunda, 15 katılımcının öğretmenlik mesleğine yönelik bakış açısında dönüşüm gerçekleştiği belirlenmiştir. Süreç boyunca mesleki yeterliklerle mesleki bakış açısı arasında çift yönlü bir etkileşim olduğu; yeterlik kazanan öğretmen adaylarının bakış açılarını yeniden yapılandırdığı, değişen bakış açılarına bağlı olarak ise mesleki yeterliklerini geliştirmeye daha istekli hale geldikleri ortaya konmuştur. Elde edilen bulgular, DÖK'e dayalı uygulamaların öğretmen adaylarında yeni roller, yollar ve ilişkiler keşfetmeye dönük içsel motivasyonu artırdığını göstermiştir. Araştırma, eleştirel yansıtmanın dönüşüm için temel bir beceri olduğunu ve bu becerinin geliştirilmesi için bireyler arası etkileşimin yoğun olduğu, eleştirme ve yansıtma süreçlerini destekleyen etkinliklere ihtiyaç duyulduğunu ortaya koymuştur.
Reading comprehension is a crucial skill that underpins the understanding of scientific concepts and processes, facilitates the integration of conceptual knowledge with analytical thinking, and thereby enhances scientific literacy. In this context, the flipped learning model allows students to explore essential concepts at home through digital resources, thus freeing classroom time for targeted interventions. In this study, it was aimed to evaluate the effect of reading comprehension-based science instruction, supported by a flipped learning model, on the learning and reading comprehension skills of 7th-grade students during the 2022-2023 academic year in a boys-only public middle school in Istanbul. By employing an embedded mixed design, the effectiveness of reading comprehension-based instruction was evaluated during and after the implementation stage by conducting an experimental design and collecting both qualitative and quantitative data. In total, 67 students participated. In the experimental groups, students learned basic concepts at home through assignments from the Education Science Network before class, while in-class activities focused on applying reading comprehension skills to scientific content. Data were gathered through various measurement tools, including a reading comprehension skills scale, an achievement test, teacher reflection notes, and semi-structured interviews. The findings showed that students significantly showed improvement in their reading comprehension and science performance. Students stated that they achieved better understanding and learning through reading strategies that they could apply in other courses. In addition, the instruction contributed to their social-emotional development, including self-awareness, social skills and academic motivation.
Teachers' autonomy support has attracted increased scholarly attention due to its positive effects on students and educational outcomes. This study examined a moderated mediation model to explore the underlying mechanisms linking critical thinking disposition and teachers' autonomy support. In this study, we proposed teacher autonomy as a mediator and self-efficacy as a moderator of the relationship between critical thinking disposition and teachers' autonomy support. Data collected from 417 teachers in T & uuml;rkiye were analyzed utilizing bootstrapping tests. The results revealed both significant direct and indirect effects of critical thinking disposition on teachers' autonomy support through teacher autonomy. Self-efficacy significantly moderated the relationship between critical thinking disposition and teacher autonomy. In addition, self-efficacy significantly moderated the strength of the mediated relationship between critical thinking disposition and autonomy support. When teachers experienced higher self-efficacy, the positive indirect effects of critical thinking disposition on teachers' autonomy support were found to be stronger than on counterparts who experienced low self-efficacy. functions of teacher autonomy and self-efficacy in contributing to recommendations for enhancing teacher autonomy and selfefficacy.
This study aims to compare the effectiveness of guided and unguided internet-based cognitive behavioral therapies (iCBT) in reducing test anxiety. A total of 64 participants were included in the study, with 32 in the guided group and 32 in the unguided group. Test anxiety levels before and after the intervention were measured using the Test Anxiety Inventory (TAI), and adherence was assessed based on the completion percentage of the iCBT program. Data were analyzed using repeated measures analysis of variance. A significant main effect was found for the time factor (F(1, 62) = 108.046, p < .001), but the time & times; group interaction was analyses revealed significant and large effect size reductions in test anxiety scores in both groups (unguided group: d = 1.562; guided group: d = 1.922). No significant difference was observed between the groups' final test scores (p = .832, d = 0.153), and the effect size difference was also not significant (z = 0.63, p = .528). Furthermore, the percentage of guided group members using iCBT was significantly higher than that of the unguided group (U = 336.000, p = .017), but no significant relationship was found between the percentage of use and the change in test anxiety (r = .127, p = .317). The findings indicate that guided intervention has the potential to increase user adherence, while unguided iCBT may also be an effective and independently applicable intervention option. In conclusion, both intervention formats offer effective, accessible, anxiety.
The purpose of this study is to reveal school administrators' views on the glass ceiling syndrome. The phenomenological method, which is among qualitative methods, was used in the study. The study group consisted of ten female and ten male school administrators working in public schools in the center of Bolu province during the first semester of the 2023-2024 academic year, selected through convenient sampling method. The study data were collected using a semi-structured interview form created by the researcher. The data obtained were analyzed using descriptive analysis and content analysis, and the data were presented as frequencies based on repetition. The results of the study showed that while female administrators expressed negative views regarding their development in the field of management due to taking on multiple roles, male administrators expressed both negative and positive views. It was found that both female and male administrators generally expressed neutral or positive views regarding the impact of organizational factors on the development of female administrators in management. It was observed that both female and male administrators perceived female administrators as successful in some situations and unsuccessful in others, and expressed the view that working with female administrators had both advantages and disadvantages. Finally, it was concluded that both female and male administrators have different views on the these results, recommendations were made, such as conducting women.
To remain competitive in the rapidly evolving global economy, it is essential not only to utilize technology but also to produce it. Achieving this requires the development of skilled human capital across various disciplines. STEM education strengthens students' abilities to foster innovation by enhancing their critical and analytical thinking, and problem-solving skills, while also supporting affective development through increased empathy, ethical awareness, and social responsibility. This is a crucial step for economic growth, driven by the skilled workforce it helps create. However, successfully integrating STEM education into the current educational framework requires adequate preparation. The aim of this study was to assess the readiness of high schools in Ankara for STEM education. To achieve this, interview questions were developed based on the New York City Department of Education (NYCDOE) STEM framework, and interviews were conducted with teachers and administrators from four different types of schools. The schools' readiness was assessed through data analysis and further supported by qualitative themes identified from the interview responses.
Teacher professional learning activities have positive consequences for school outcomes. This study investigated the extent to which teacher agency is correlated with teacher professional learning activities using data from 582 teachers working in lower secondary schools in Ankara, T & uuml;rkiye. Ankara, as the capital of T & uuml;rkiye and a major educational hub, was chosen for its strong representational capacity. Using structural equation modeling (SEM), the relationship between teacher agency and teachers' professional learning activities, as well as the mediating role of teacher self-efficacy in this relationship, was tested. The results supported the mediation model, showing that teacher agency was related to teacher professional learning activities both directly and indirectly through teacher self-efficacy. These findings provide an in-depth understanding of how teacher agency is linked to teacher professional learning activities in the context of public schools in Ankara. We also offer practical recommendations for policymakers and school settings to promote teacher professional learning activities and enhance school outcomes.
In a rapidly digitizing world, technological developments offer significant opportunities in all areas, including education. The purpose of this study is to examine the effect of educational digital games on the acquisition of financial literacy skills in social studies courses. A mixed research method involving an embedded experimental design was used in this study. The study group consisted of a total of 54 fourth-grade elementary school students attending a public school, selected using criterion sampling and simple random sampling methods. Of these students, 27 were assigned to the experimental group and 27 to the control group. Quantitative data were collected using the Financial Literacy Scale for Elementary School Students and the Financial Literacy Academic Achievement Test, while qualitative data were collected through student journals, field notes, researcher journals, and semi-structured interviews. Because the quantitative data showed a normal distribution, parametric tests were used: t-tests for dependent and independent samples and one-way analysis of variance (ANOVA). Effect sizes were calculated for the results obtained from the paired-sample t-test. Qualitative content analysis was used to analyze the qualitative data. The findings show that teaching through educational digital games increases students' academic achievement, positively affects the sustainability of learning, and improves financial literacy. Furthermore, the qualitative results reveal that students understand the courses better, enjoy themselves during class, enjoy the time they spend in class, and are more motivated when courses are taught using educational digital games. In this study, educational digital games were used in the financial literacy education process. For future research, it is recommended that comprehensive studies be conducted to comparatively evaluate the effectiveness of different teaching methods. Such studies can contribute to determining the most effective teaching strategies for imparting financial literacy skills, especially for educators and policymakers.
The Philosophy for Children Program (P4C) is an approach based on philosophical inquiry and discussion. This program aims to help children generate ideas within a democratic "community of inquiry." Reflecting on topics of art and aesthetics constitutes an important component of the P4C program. This study aimed to examine the effect of P4C sessions on children's approach towards aesthetic, art, and music concepts. Designed as a single-group pretest-posttest model, this study was conducted with 15 volunteer children attending secondary education across various provinces in Turkey. Data gathered through Word Association Test (WAT), P4C sessions, and interviews with participants were analyzed using thematic analysis, a qualitative data analysis method. Findings indicated that P4C practices increased awareness regarding art and aesthetics, enriched and deepened expressions, significantly transformed conceptual misconceptions, and had a positive, informative impact on children's artistic ideas.
This study is structured around the use of drawings by first-grade primary school students to express their thoughts during Philosophy for Children (P4C) practices. For this purpose, preparatory activities were conducted through drama; selected picture books were used as stimuli; themes were identified for each book through community of inquiry sessions; and, finally, all students were enabled to express their ideas through drawings. Designed as an action research study within the framework of qualitative research methods, the research group consisted of 35 first-grade students. Data were collected using a checklist, interview forms, a teacher journal, audio recordings, and field notes. As a result of the practices conducted over two months, it was observed that philosophical inquiry through students' own drawings was feasible for younger learners who experience difficulty in verbal expression. The findings revealed that students who were supported in expressing their thoughts demonstrated not only improved thinking skills but also strengthened social skills and reduced communication difficulties. Moreover, an overall increase in students' capacity to respond and engage in classroom dialogue was observed. Other areas of development observed included generating opposing viewpoints, producing new ideas, and gaining flexibility by changing opinions when necessary. Future studies are recommended to explore alternative in P4C activities.
The aim of this study was to examine the impact of fathers' involvement levels and certain demographic characteristics on the interactive peer play behaviors of children aged 48-72 months. The study included 328 children from T & uuml;rkiye and their fathers. The Father Involvement Scale and the Penn Interactive Peer Play Scale-Parent Form were used as data collection tools. According to the findings, fathers' involvement levels did not differ based on the gender of the child. However, when the children's interactive peer play behaviors were examined, girls had significantly higher scores in the play interaction dimension, whereas boys scored higher in the play disruption and play disconnection dimensions. Regarding the leisure activity scores of the fathers, it was found that children with one sibling experienced more father involvement compared to those with three or more siblings. Similarly, children with two siblings experienced more father involvement than those with three or more siblings. Despite these differences, however, interactive peer play behaviors did not significantly vary according to the number of siblings. It was also found that children whose mothers had higher levels of education had higher scores in both the leisure and primary caregiving dimensions of father involvement, as well as in the play interaction dimension of peer play behavior. Furthermore, children whose fathers had higher education levels also had higher father involvement in leisure activities. Fathers who spent more time daily playing with their children had higher scores for leisure involvement, primary caregiving, interest, and closeness. However, no significant difference was found between the duration of daily father-child play and the child's interactive peer play behaviors. A moderate positive correlation was found between the dimensions of father involvement (leisure engagement, attention and closeness, primary caregiving) and the play interaction dimension. A low-level negative correlation was identified between attention and closeness and the play disconnection dimension.
The primary objective of this study is to evaluate the professional development program designed for English teachers as part of the 'English Together' project, with a particular focus on the 'English Teachers Professional Development Communities (PDCs). This study, using the Eisner Educational Connoisseurship and Criticism Model is designed as a case study. The Eisner's Educational Connoisseurship and Criticism Model offers a qualitative approach to program evaluation, emphasizing expert judgment and interpretive critique, much like the evaluation of art. The model, commonly applied in art and education, involves four interconnected dimensions: description, interpretation, evaluation, and thematic analysis-to deepen understanding of educational settings and guide educational improvement. The data were collected through interviews, observations, and document analysis and were analyzed by using the MAXQDA 2022 program. Through a content analysis, 17 themes were identified. As a result, the English Together project is considered well-structured and efficient, despite administrative issues such as the lack of project information, compulsary participant assignments, regional consistency challenges within the Ministry, insufficient financial support for project facilitators, and a lack of ministry-provided incentives or rewards.
The aim of this study is to examine the development of critical thinking, problem-solving, and creativity skills among 7th-grade students from low socioeconomic backgrounds, and to analyze this developmental process using children's books within the framework of the flipped learning model. In this context, action research, one of the qualitative research methods, was employed. The study was conducted over a period of 12 weeks during the fall semester of the 2022–2023 academic year at a secondary school with a low socioeconomic profile, located in a central district of a major city in the western part of the Eastern Anatolia region. The participants consisted of twenty 7th-grade students who exhibited deficiencies in critical thinking, problem-solving, and creative thinking skills, selected through criterion sampling. Different data collection tools were utilized at various stages of the research. While the Cornell Critical Thinking Test and the Torrance Tests of Creative Thinking were used to gather quantitative data, qualitative data were collected through observation notes, the researcher's diary, audio and video recordings, and interviews with teachers, students, and families, as well as student projects created based on the activities related to the books. Quantitative data were analyzed using correlation analysis and the Kendall’s W test to determine inter-rater agreement. Qualitative data were analyzed using the thematic analysis method. As a result of the analyses, it was concluded that the students showed improvement in their critical thinking and problem-solving skills. Although there was also an improvement in their creative thinking skills, it was not as pronounced as the other two skill areas.
This study aimed to evaluate an eight-week Understanding by Design-based climate change program implemented in 153 elementary schools across T & uuml;rkiye (65 cities) with a total of 1350 teachers and 35000 students. 402 teachers from 77 schools in 35 cities filled out the teacher opinion form to evaluate the program. Additionally, three focus group interviews with a total number of 26 teachers were conducted in the three biggest cities in T & uuml;rkiye. In focus group interviews and teacher opinion forms, teachers were asked to evaluate the curriculum in terms of context, input, process, and product. The transcriptions obtained from the focus group interviews and teacher opinion forms were analyzed with content analysis. According to the findings of the study, the curriculum effectively addressed the teachers' needs for climate change education, and the activities helped students to understand and transfer knowledge to their daily lives. However, due to physical limitations and a lack of time, sometimes the activities could not be completed as desired. As a result, this research found that climate change education developed using Understanding by Design is effective for students to comprehend and apply knowledge in their daily lives, which are the ultimate goals of climate change education.
