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.
This study examined whether responses generated by chatbots (ChatGPT-3.5, ChatGPT-4, and Bard) about heat and temperature match misconceptions identified in the literature and how these responses compare to those of learners. The study also addressed the effect of Conceptual Change Texts (CCTs) on chatbot-generated responses about heat and temperature, focusing on their relevance to prompt engineering. Heat and Temperature Four-tier Misconception Test (HTMCT) and CCTs were utilized from a previous study that investigated the effectiveness of CCTs in remedying misconceptions about heat and temperature held by pre-service physics teachers. The HTMCT, consisting of 20 items, was designed to diagnose misconceptions about heat and temperature held by pre-service physics teachers as identified in the literature, with each misconception being assessed using multiple items. In this study, the HTMCT was used to diagnose the chatbots' responses of the heat and temperature concepts before and after the implementation of CCTs. In addition, in-depth interviews with the chatbots were conducted to elaborate on their responses. Pre-service physics teachers in the prior study exhibited misconceptions about heat and temperature, which were effectively remediated by CCTs, leading to significant overall improvements. Similarly, this study found that chatbot-generated responses, except those from Bard, were prone to misconceptions. ChatGPT-4 consistently generated responses that aligned with the scientific paradigm, unlike the other two chatbots. However, pre-and post-test data revealed that ChatGPT-4-generated responses were prone to a misconception, specifically that equal amounts of heat supplied to different substances will result in the same final temperature, and these responses consistently reflected this misconception. Both ChatGPT-3.5 and Bard showed improved performance between the pre-and post-test data, despite providing inconsistent responses. While chatbots could generate responses that accurately expressed concept definitions, they struggled with drawing conclusions based on multiple scientific concepts, applying concepts to real-world scenarios, and engaging in complex reasoning. In this study, while the algorithms underlying the chatbots remain undisclosed, the post-test responses for all chatbots showed a notable decrease in incorrect responses and improved alignment with scientific knowledge, suggesting a positive influence of CCTs, akin to findings from the prior study.
Although the teaching profession is generally regarded as being a respected, even "sacred", career in many societies, there is no doubt that it is also highly demanding and challenging. The difficulties involved in teaching are causing a significant number of teachers worldwide to either leave, or consider leaving, the profession. Teachers resigning before reaching retirement, but after having taught for at least one year, is called 'teacher attrition'. These high numbers of resigning teachers is having profound implications, including financial costs, human resource challenges, and disruptions to learning and instruction, making a comprehensive examination of the phenomenon essential. The aim of this study is to contribute to this examination by exploring how teachers who have left and in-service teachers perceive the reasons of teacher attrition. The study also investigates when teacher attrition occurs and leavers' career trajectories after leaving teaching. By employing a phenomenological research design, the study considers 27 leavers and 15 in-service teachers, selected through snowball and maximum variation sampling methods. Data was collected via semi-structured interviews developed by the researchers. Content analysis revealed three primary themes within the reasons of teacher attrition: (a) pre-service education, (b) work-life experiences, and (c) career dissatisfaction and alternative opportunities. Key triggers of attrition included the quality of pre-service education, the lack of mentorship, relationships with administrators and colleagues, excessive workload, the status of the teaching profession, low salaries with insufficient compensation, and alternative job opportunities. The results also indicated that attrition is most prominent in the first three years of teaching, but gradually declines as teachers approach retirement. Furthermore, the results showed that many leavers transition to other careers, both within and outside the education sector, while others exit the workforce entirely.
This study analyzes academic studies published between May 2013 and June 2023 that mainly examined the education of migrant children. The study group consists of 97 different types of academic studies. Using content analysis, general trends in academic publications regarding the education of migrant children were examined. The results show that the most focused subject in current studies is about examining the educational, social, and health-related issues faced by migrant children (31.96%). 75.26% of the academic studies had been configured as qualitative, whereas the least minority of them had been written by choosing mixed research approaches (7.22%). 45.36% of the academic studies used mixed groups as study participants, and 26.8% of them gathered data from different types of documents. In contrast, migrant families (6.19%), children of migrant workers (1.03%), and various people in different societies (1.03%) were some of the least examined study participants. The most preferred data collection methods were document reviews (26.8%) and interviews (11.34%). Most academic studies analyzed their data through qualitative document analysis (21.65%), and qualitative thematic analysis (18.56%). This study recommends that academic publications regarding the education of migrant children should provide a variety in the topics examined. Besides, future studies should consider providing diversity in study groups through college students, migrant communities, and children of migrant families from different socio-economic backgrounds.
Collaborative-based learning (CBL) has established itself as a respected pedagogical approach in nearly every education system. The success or full potential of such small-group practices largely depends on transactive interactions, which are characterized by both social and cognitive dimensions. This study, grounded in a qualitative methodology and designed as a case study, aims to examine the social and cognitive interaction processes and related experiences of 28 fifth-grade middle school students. These students were assigned to seven collaborative groups and guided to work together on critical thinking tasks aligned with the social studies course. These students were guided to work cooperatively on cognitive tasks related to critical thinking within the context of the social studies curriculum. According to the research procedure, cognitive tasks were developed through a three-phase preliminary process. An implementation model was designed for these tasks, and the activities were conducted in accordance with this model. Data were collected through participants’ self-reports (self-assessments, peer assessments, interviews) and the researcher’s observation reports during the preparation, orientation, pilot, and primary study phases. The collected data were analyzed in seven stages using MAXQDA Analytics Pro 2024 (version 24.0.0). The findings reflect that socially characterized transactive interactions may be related to students’ understanding of collaboration, their socio-emotional awareness and expressiveness, as well as their perceived group well-being. On the other hand, transactive interactions characterized by cognitive features were found to be related to goal orientation, the regulation of idea-generation processes (group metacognition), and the pursuit of high-quality argumentation within the scope of knowledge processing and decision-making. The results are discussed in relation to the classroom reflections of social and cognitive transactive interactions within critical thinking processes based on collaboration. Several recommendations are provided to strengthen both the theoretical and practical frameworks of future research in this field.
The aim of this study is to compare the effect of group music therapy practices on test anxiety and the effectiveness of the music lesson taught in accordance with the united annual lesson plan in high school seniors who are preparing for the university entrance exam. Two months before the exam, 49 students studying in the last year of Osmangazi Anatolian High School in Afyonkarahisar province in the 2022-2023 academic years participated in the research. Students were randomly assigned to “Music Therapy” and “Music Lesson” groups. The music therapy group was included in the group music therapy process for 8 weeks, while the music lesson group took only the elective music course in the curriculum. “Westside Exam Anxiety Scale” was used as a data collection tool in the study, and comparisons between groups were made with independent sample t-test, chi-square analysis and factorial mixed design analysis of variance methods. In addition, semi-structured interviews were conducted with the students and the effect of the music therapy sessions was evaluated with the opinions of the participants. In conclusion; it has been observed that students can control their test anxiety through music therapy practices and strengthen their internal audit-based motivation by developing a foresight through affirmation. Moreover; it was stated by the students in the therapy group that peer interaction, music culture and music-based expression skills improved, and that music therapy sessions had a positive effect on them. It was determined that the students in the Music Lesson group experienced a certain increase in their anxiety levels with the approaching of the exam date, and it was difficult for the students to make sense of the music lesson outputs for the curriculum. In this study, it was determined that goal-oriented music therapy practices performed in the school environment were effective in reducing test anxiety. It is thought that the results of the study will contribute to the national and international literature.
The aim of this study is to examine the effect of executive function skills on social skills in 4-5-year-old children. The study group consists of 151 children aged 4-5 years and their teachers. The data of the research were collected through the "Childhood Executive Functioning Inventory" and "Social-Emotional Assets and Resiliency Scale". The assumptions of the multiple regression analysis were tested and applied to the obtained data. There is a positive relationship between executive functions and social skills. Social competence and emotion recognition are only predicted by working memory. On the other hand, empathy, self-regulation and total social skills are predicted by working memory and inhibitory control together. Two executive function skills can explain approximately 41% of social skills. Tracking the executive function skills of the children in the preschool period can give an idea of their current and future social-emotional developments.
