This study analyzes the awareness about giftedness of parents of gifted based on various demographic variables. This is a quantitative study done with the screening model, one of the descriptive research methods. The study participants are 187 parents whose children were diagnosed as gifted and talented (6-10 years of age) in 2019. The "Personal Information Form," designed by the researchers, was used to collect data on predetermined qualitative factors (gender, education level, occupation, income, etc). To determine the parents of the gifted's awareness, "The Parent Awareness Scale The Gifted Children Form (PAS- GC) was used. A ready-made statistical program was used in the analysis of the data. Preliminary analyses show that the normality assumption could not be met, so the Mann-Whitney U and Kruskal-Wallis tests have been applied to investigate the differences between the variables. As a result of the analyses, gifted's parents' awareness rate about parenting giftedness needed to be increased for some essential areas of gifted education, such as stress and conflict, perfectionism, motivation-achievement, and responsibility/self-regulated subjects. Also, there was no significant difference between participants because of the demographic factors on awareness of parenting gifted. The results are important in emphasizing the need for all parents of gifted children to develop awareness.
The purpose of the study is to identify the major issues and challenges in Ethiopian college of teacher education program with respect to selection of prospective candidates, curriculum development and continuous professional development. Qualitative data gathered from literature was analyzed and interpreted. The data were collected based on the relevance to the context and recent developments of the topic under investigation. Besides, document analysis method was adopted to assess the selection procedures, content of the teacher education curriculum and obtain relevant information. The findings of the review indicated that the major contextual challenges of teacher education program in Ethiopia were admission of low quality candidates, low quality curriculum and lack of relevant continuous professional development program in college of teacher education. Moreover, the teacher education curriculum was not aligned with primary school curriculum, and curriculum was not in TPAKC integrated manner. Finally, based on the analysis of the results, the researchers forwarded possible recommendations and way out that could help to bridge the gap.
The current research aimed to investigate the mediating role of cognitive flexibility in the relationship between young adults' social media usage habits and their mental health. The data were obtained from 338 university students, 246 of whom were female and 92 were male. The participants' mean age was 22. The study data were collected face-to-face with the paper-pencil method in the 2021-2022 fall semester. The obtained data were analyzed with IBM SPSS and IBM AMOS V24 software. The compatibility of the data with the normal distribution was examined with the assumption of multiple normality. To test whether cognitive flexibility has a mediating role in the correlation between social media addiction and mental well-being, an analysis was conducted based on the bootstrap method. As a result of the bootstrap analysis, the indirect impact of social media addiction on mental well-being through the mediation of cognitive flexibility was revealed to be statistically significant (β=-0.142; 95% CI [-0.256; -0.031]). The fit indices of the model were determined as CMNI/df =2.12, GFI=0.878, AGFI=0.853, IFI=0.873, TLI=0.856, CFI=0.871, and RMSE=0.058. In this respect, it can be said that increasing the cognitive flexibility of individuals will play an important role in both preventing social media addiction and increasing mental well-being. In line with the study results, it can be said that increasing the mental well-being of young adults and providing cognitive flexibility skills in their struggle with social media addiction will contribute positively to the process. Furthermore, providing individuals with cognitive flexibility skills at the early stages of development with preventive interventions may be effective in maintaining mental well-being that decreases with problems such as social media addiction.
Values play an important role in the regular functioning of society with its economic, social and cultural aspects. Scientific value; it is one of the most effective values in the process of acquiring knowledge and skills such as scientific thinking, critical thinking, problem solving and distinguishing superstitions from facts. Qualitative research method was used in this research, which aims to determine the views of graduate education students about the value of being scientific. The study group of the study consisted of 38 postgraduate students at the non-thesis master's, thesis master's and doctorate levels of educational sciences and field education programs at Dicle University. Interviews were held to determine the opinions and suggestions of graduate students about the value of being scientific. Descriptive analysis technique was adopted in the analysis of the data. Research findings indicate that the students understand the value of being scientific as being objective, being provable, conforming to ethical principles and being obtained by scientific methods. Regarding the qualifications to be possessed regarding the scientific value, it is understood that the students mostly emphasize to act in accordance with scientific research methods and publication ethics. Considering the views of graduate students about the effective acquisition of scientific value, the results show that they mostly recommend "practice based learning".
This study reports the results of a workshop conducted with school administrators in the Şişli district of Istanbul. The workshop was planned based on the results of research conducted with the teachers in the district, the subject of which was the perception of equality and alienation levels of the teachers. 26 school administrators participated in the workshop and the results of the research were evaluated with the school administrators by the focus group interview method. The interviews were conducted in three sessions of 40 minutes, and based on the focus group interview, one-on-one interviews were conducted with 8 school administrators, considering that they would contribute to the research in more depth. Video recordings of the interviews were made, the conversations in the interviews were deciphered and the texts obtained were analyzed by the thematic analysis method. Analysis of the deciphered texts under two main themes and eight subthemes yields the most prominent result which demonstrates that the number of questions of different school subjects in the high-stakes tests causes teachers to perceive inequality and alienation at school. Another important finding is that school administrators do not agree with the view that there are no fair practices in evaluating teachers' achievements. Relying on the findings of the workshop, it is recommended to carry out activities to increase the motivation of branch teachers who have few or no questions in the central exams and to strengthen the communication between administrators and teachers.
This research investigates preschool teachers' views on classroom practices to support children's self-regulation skills. The study was conducted with 27 preschool teachers working in the Independent Kindergarten affiliated with the Ministry of National Education in the city center of Bursa in Turkey. Data were obtained from teachers by asking semi-structured questions using the interview technique. Descriptive analysis was used to evaluate the data from the interviews. As a result, the teachers participating in the research stated that self-regulation skills could be gained by teaching children emotion management and self-care skills and supporting their ability to express their feelings and thoughts comfortably and appropriately. In addition, the teachers stated that they mainly included stories, play, and drama activities that support daily life skills in the classroom, and teachers stated that they arranged the materials in the learning centers and other materials in the classroom so children could easily access them.
Technology applications play an important role in promoting progressive education in the higher education sector, where student-centered and holistic development approaches are essential. In this context, electronic monitoring can meet the needs of education authorities, institutions, and university administrators while also aiding academics and students. This study explores the consequences of electronic monitoring from the perspective of Bangladeshi academics working in private universities. It investigates the extent to which electronic monitoring is utilized to monitor job performance and academics' perceptions of using the application. Guided by the panopticon model, we designed a qualitative research approach and employed case study and interview methods to obtain data. Two private universities were involved in data collection. The results revealed that most academics saw the value of electronic monitoring as an alternative to traditional means of surveillance. Furthermore, academics' positive attitudes toward such practice were influenced by their level of awareness being electronically monitored using technological means with features that could provide them with control over work performance and the available support mechanisms. Some highlighted benefits are safety, productivity, cost-effectiveness, potentially unlawful or unethical conduct monitoring, and workplace accountability and obligation. Despite little concern about privacy issues regarding the widespread use of electronic monitoring, most academics opposed using CCTV cameras in classroom teaching. The study revealed that academics' thoughts on electronic monitoring, which are linked to specific government directives, can be heavily influenced by external forces, and how flexible the monitoring environment can play a role in minimizing resistance and improving policy adherence. This study has important practical implications for education authorities, academic administrators, and educators.
This study investigated the associations between adolescents' self-compassion, loneliness, and post-traumatic stress levels. The study also revealed the predictive role of self-compassion and loneliness on post-traumatic stress. Additionally, post-traumatic stress levels in adolescents were compared by gender, exposure to or witnessing trauma, and whether the individuals previously sought psychological assistance. Adopting a correlational design, the study population included adolescents aged 14-18 living in Türkiye. On the other hand, the study group consisted of 351 adolescents who were reached through simple random sampling. The participants lived in various parts of Türkiye and were exposed to or witnessed traumatic experiences. They responded to the scales online. Posttraumatic Stress Disorder Checklist for DSM-5, Self-compassion Scale for Adolescents, UCLA Loneliness Scale and Demographic Survey Form were used as data collection tools. The significance level was .05. The study concluded that higher levels of self-compassion indicate lower post-traumatic stress. Additionally, lower levels of loneliness indicate higher levels of post-traumatic stress. Self-compassion and loneliness significantly predicted post-traumatic stress in adolescents. The findings suggested that females had significantly higher levels of post-traumatic stress. Lastly, it was concluded that adolescents who sought psychological assistance and had exposure to trauma had significantly higher levels of post-traumatic stress.
Student motivation and engagement are linked to the quality of relationships they have with adults at school. An advisory program is one site for developing warm, caring relationships between students and teachers. Effective advisory programs have two-fold benefits: they enhance students' feelings of belonging and build teachers' ability to understand their professional role beyond that of curriculum instruction. Teachers with explicit professional expectations to develop relationships with students and provide social and emotional support are more effective across multiple domains. The purpose of this qualitative, ethnographic case study was to understand how the structure of an established advisory program in a small, secondary school serves as a space to support teachers, as advisors, in building relationships with their advisees to provide them with academic, social, and emotional guidance. Interviews with advisors and administrators point to the advisory program as a central structure for cultivating trust-based relationships. Within this structure advisors and administrators collaborate to enhance student success in achieving goals through advocacy. Findings indicate that advisors feel supported within this structure to navigate their expanded role, build strong relationships with their students, and advocate for their advisees' needs. They point to key functions of the advisory program structure, including the meeting system and administrative support, as factors that enable them to grow strong relationships with their students to nurture self-advocacy.
