Emotions have an important role in human life, and their focusing on the face, where emotions first appeared in human body, mediates understanding to emotions. The purpose of this study is to examine the ability of the psychological counselor candidates to recognition emotions in facial expressions according to their gender, class level, the place where spent most of life, five factor personality traits and cognitive emotion regulation strategies. The participants of the study consisted of 235 Psychological Counseling and Guidance undergraduate students. In gathering the data; Personal Information Form, JACFEE photo set, Big Five Inventory, and Cognitive Emotion Regulation Questionnaire. In the analysis of the data; descriptive statistics, independent sample t-test, multivariate analysis of variance (MANOVA) and multiple regression analysis were performed. The results of the research showed that there was no statistically significant difference in terms of emotions in the facial expressions of the participants according to gender, but there was a significant difference in the class level and the place where a large part of their lives were spent. In addition, the neuroticism from the subscales of five factors personality traits were correlated between disgust expression, and self-blame, positive refocusing, and positive reappraisal from the subscales of cognitive emotion regulation strategies were correlated between neutral expression; while blaming others were correlated between contempt expression. These results were discussed in the context of similar investigations of the recognition of emotions in facial expressions.
This research objectives to investigate prosocial behaviour of students who have been training at full time inclusion classes at first grade fourth class. This study is a descriptive research and in the survey research model. For this study, the classes with students with different obstacles were preferred. Hereby, it has also been investigated whether disability friends are a determining factor in the emergence of prosocial behaviors of students with normal development. The sample of the research consisted of 172 students with normal development who were attending to the full-time integration classes in the fourth grade of Kocaeli province Izmit county primary school in 2013-2014 academic year. The "Personal Information Form" developed by the researchers and the "Prosocial Behavior Tendency Scale" developed by Çalık et al. (2009) were used as data collection tools in the research. The data obtained in this study were evaluated with the SPSS 20.0 package program. As a result of this research, it has been determined that there are differences between the prosocial behaviors of the students who showed normal development according to the gender and type of disability of inclusive students.
During the early childhood period parent-child interactions become crucial for the acquisition of especially the language and communication skills. Shared book reading (SBR), which is an interaction based approach, can be used in making children acquire language and communication skills. The purpose of this study was to determine the interaction and language scaffolding strategies used by mothers of children with typical development (TD), autism spectrum disorders (ASD), and intellectual disabilities (ID) during SBR as well as compare the strategy use among the groups. The study group consisted of 45 mothers, 15 mothers from each group. The data collection tools were Turkish Early Language Development Test, Demographic Information Form, and SBR Rating Scale, which was developed by the researchers. The study findings showed that there was variety among the groups in terms of level and frequency of mothers’ strategies they used for interaction and language scaffolding during SBR. The frequency of strategies mothers used differed during SBR with their children, some strategies were more preferred than others and some were less preferred. In addition, there was a significant difference in favor of mothers of children with ASD in terms of subdimensions of strategy use related to language comprehension and production.
Keywords: Shared book reading, interaction and language scaffolding strategies, mother-child interaction
The purpose of this research is describing and comparing the cognitive processes of reading-comprehension strategies used by the students who are identified as good and poor readers. In the research, the case study pattern was used among the qualitative research approaches. The study was carried out in 2017 with four students who attend the fourth grade of the primary school at the middle socioeconomic level in Efeler district of Aydın city. The data related to the cognitive processes used by the students during reading were obtained through the method of think aloud, which is one of the utmost effective ways of describing the cognitive activities in the reading comprehension process and of the comprehension strategies used in this process. When the data obtained from the think-aloud method was interpreted, it has been observed that the reading-comprehension strategies, as well as cognitive processes of the students, differed. It has been determined that students who are identified as good readers use more strategies on their reading comprehension process. Consequently, it is possible to state that the students are unaware of using the reading comprehension strategies since they are very little. It is decided that both good and poor readers have reached less the level of evaluation in terms of cognitive processes.
Keywords: Reading, comprehension, think-aloud method, reading-comprehension strategy, cognitive process
Considering the features of materials created for online courses, the aim of this study is to examine the current state of different belonging to different branches in the EBA Course module. This study is a mixed research. The study group of the research consisted of 338 branch teachers from different schools of 2016-2017 education academic year. Qualitative data obtained from 34 branch teachers by applying semi-structured interview questions. Interview questions were prepared by the researchers. Qualitative data collected with the multimedia software evaluation form from 304 branch teachers. The evaluation of the materials in the EBA Course module was made according to “educational features, content features, visual design features, student interaction and ease of use.” With the analysis of qualitative data, the themes and codes belong to these themes were been formed. Some simple descriptive statistics of these themes and codes were presented. Similar descriptive statistics for quantitative data were given as a table as well. According to the qualitative data analysis, among the EBA Course materials the less positive code with 41% was Geography. With 88%, the most positive code was religion culture and morality. Science and Technology, Math and Physics are equal with 73% positive code. According to the results derived from quantitative data, the participant teachers considered 95 (31, 3%) of EBA Course materials as “Usable”, 113 (37, 2%) as “Examine and use”, 96 (31, 6%) as “unworthy to use”. The results of the current study may help instructional designers and teachers to develop or choose more efficient materials for online courses.
The aim of this research is to reveal out the views regarding the using of the political skills of school administrators for educational financing and to offer some suggestions As a research design, the phenomenological research design, one of the qualitative research methods and inductive research approach were used. Participants selected by purposive sampling methods of criterion samplings. 20 school administrators who are in charge of school administrators participated in the study. As a result, school administrators for the economic role of education emphasized; education should be based on human development. Networking ability and interpersonal influence were most common from the political skills. Networking ability was more prominent for the management of school environment s expectations which contributed to the financing of school. Among the using of the political skills, the using of interpersonal influence was most emphasized.
Keywords: political skills, school administrators, education financing management, school financing
Solving problems that hinder the educational success, the analyzation of current internal and external situation in order to develop effective strategy and policy, and the need to identify the problem areas with systematic research in national education is becoming progressively important. The purpose of this study is to determine the fundamental problematic areas that need to be solved and areas of Inquiry regarding secondary education to develop and implement an effective education system in the Turkish secondary education by using mixed research method. The qualitative part of the research has been carried out with grounded theory method using a sample of 57 principals, and the quantitative part with survey research method using a sample of 238 principals. As a result of the study, it was found that teachers' qualifications and motivation of teachers, philosophy and strategy of national education, content and method of education, counselling and motivation, selection and placement system and measurement and evaluation systems are the fundamental problematic issues that need to be solved and investigated.
Keywords: Educational Problems, Educational Success, Fundamental Problem Areas in Education, Education
In a sample of Turkish female university students, the first aim of this study is to demonstrate the relationships between self-compassion and body image satisfaction and between self-compassion and body mass index (BMI) while the second aim of the study is to show whether there are significant mean differences in the self-compassion scores among distinct groups of age (19-24 and 25-30), parental attitude (authoritarian, protective, democratic, inconsistent), BMI (underweight, normal, overweight) and body image satisfaction (low and high). The participants of the study consisted of 443 female volunteers aged between 19-30. Data was collected via the internet. For the purposes of the study, Pearson correlation analysis, independent samples t-test and one-way analysis of variance (ANOVA) were performed. Results indicated positive and statistically significant relationship between self-compassion and body image satisfaction and negative but statistically insignificant relationship between self-compassion and BMI. Regarding between groups analyses, results showed that there are significant mean differences between different groups of parental attitude and body image satisfaction in terms of self-compassion scores while no such significant mean differences were found for different groups of age and BMI. In accordance with the relevant literature, current findings were discussed and suggestions for future research/counseling practice were given.
Keywords: Self-Compassion, Body Image Satisfaction, Age, Parental Attitudes, BMI
Along with technologic advances, the ways of accessing knowledge expand, which causes the information to refresh itself in a faster way compared to the past. Naturally, the increase on the refresh rate of the information brings the questioning of the knowledge in terms of accuracy. This awareness has a significant role in scientific progress. It is assumed that individuals’ need of querying scientific information or the efforts that they spend on this issue depend on their epistemological beliefs. From this assumption, this study investigates the role of the epistemological beliefs in predicting middle-school students’ research-inquiry self-efficacy perception. The study, which has been designed as relational screening model, was conducted using purposive sampling method, with 2,857 middle-school students, who were studying at two public middle-schools in Ankara. “Epistemological Belief Questionnaire” and “Self-Efficacy Perception for Research-Inquiry Scale” were used for data collection. Pearson correlation and multiple regression analysis were employed in the analysis of the data. As a result of multiple regression analysis, it was found that among self-efficacy perceptions, the score of avoidance, personal development and continuing to research predicted some epistemological beliefs significantly, namely the development of knowledge and the source of knowledge.
Keywords: Research-inquiry, self-efficacy, epistemological belief, relational screening model, middle-school students
The purpose of this research is to determine the distribution of doctoral dissertations in the field of curriculum and instruction programs in Turkey, and to determine the most common shortcomings. In this study, descriptive method was adopted, and the study group consisted of 324 doctoral dissertations. Dissertations have been determined by using the criteria of being completed between 2006-2017 and being accessible from YOK National Dissertation Center. The data collection technique is document review, and the data collection tool is a 31-item checklist. Content analysis was used when analyzing data. Doctoral dissertations were generally focused on teaching and learning subjects. Topics such as teaching styles and approaches, critical thinking, metacognitive skills, collaborative learning and constructivism were frequently selected. A significant part of the data was collected at higher education level and in teaching vocational courses. Foreign language was the most frequent branch studied. The most preferred research method was mixed method and the most preferred research design was survey. The dissertations using only scale / questionnaire as data collection tool composed the largest group. With more detailed analysis of dissertations, the most deficient was found in method section. The method was followed by justification, background of the problem, and summary.
Keywords: doctoral education, doctoral dissertation, curriculum and instruction, graduate education
The development of the four basic arithmetic operation skills is the main objectives of the primary school mathematics (math) curricula. Recent research shows that these skills are related to working memory capacity of the students. In line with these findings, the purpose of this research is to determine the impacts of the working memory components on the multiplication skills of 3rd graders. The study was carried out with 60 third grade students (23 female and 37 male) at a private primary school in Istanbul. In order to measure the participants’ capacity of working memory due to its components, the tasks named as the counting recall test, digit span test, block recall test were designed and administered on computer programs. In addition, participants’ multiplication skills were measured by multiplication tests. Linear multiple regression was used to analyze the data. The results of analysis revealed that the best predictor variable of multiplication skills was the central executive component of working memory. However, the phonological loop (PL) and the visuo-spatial sketchpad (VSSP) components of the working memory were not significant predictors for multiplication skills of the 3rd grade students.
Keywords: Multiplication skills, central executive, phonological loop, visuo-spatial sketchpad
The purpose of this study was to determine middle school students’ perceptions about twenty-first-century learning practices that they experience in their science classes. For the specified purpose, firstly, Students’ Perception of 21st Century Learning Practices instrument was validated for Turkish middle school students. Then, students’ perceptions were examined in terms of learning processes for 21th century learning (i.e. self-directed learning, collaborative learning, and meaningful learning with ICT), thinking processes in 21th century learning (i.e. critical thinking, creative thinking, and authentic problem solving), and outcome in 21th century learning (i.e. self-efficacy for knowledge creation). According to the results, Turkish version of the instrument appears to provide a valid and reliable measure of middle school students’ perceptions about twenty-first-century learning practices. Findings obtained from the administration of the instrument revealed that, integration of 21th century skills to science classes tend to be at moderate levels.
Keywords: 21st century skills, science education, scale adaptation
Theory of mind is a concept used to describe one of the most important social cognitive abilities that play a role in human social interaction. The theory of mind is a skill that begins to develop from infancy and continues to evolve even in the later stages of life. In this study, it was aimed to determine the relationship between the theory of mind and peer relations of pre-school children. The study group consisted of 155 (77 girls, 78 boys) 4-6 year-old children attending pre-school education institutions. “ Theory of Mind Scale” and “ Child Behaviour Scale” were used to collect the data. The “Theory of Mind Scale” was applied to each child individually by the researcher and the “Child Behaviour Scale” was filled out by the classroom teachers to evaluate. According to Kolmogorov Smirnov Test results, t-Test was used for binary variables, one-way analysis of variance (ANOVA) and correlation analysis for three and more variables. As a result of the study, it was determined that there was a significant difference in age of Knowledge and Content False Belief duties of Theory of Mind Scale according to age, while there was no significant difference in mind theory according to child's gender. When the findings related to peer relations were examined, it was found that there was a significant difference in the Child Behavior Scale's Peer Aggression and Extreme Mobility dimensions according to gender, while there was no significant difference in peer relations according to the age of the child. Finally, according to the results of the Theory of Mind Scale and Child Behavior Scale, it has been found that there are weak relations in some aspects of the theory of mind and peer relations.
Keywords: Theory of mind, Preschool children, peer relations
In this study, it is aimed to reveal the relationship between personality traits and managerial resourcefulness of school administrators. Within the scope of the study a relational research model was used. The study sample consisted of 730 school administrators who served in Elazığ city center and its districts. Data was collected from 191 school administrators using the method of disproportionate stratified sampling. The Ten-Item Personality Inventory and the Managerial Resourcefulness Scale were used to collect data. Descriptive statistics were used for the analysis of the data. At the end of the study, the managerial resourcefulness of the school administrators were found to be medium level. School administrators have indicated that they are mostly task-oriented and
have conscientiousness personality trait. At the end of the study, it has been found that while there was a positive and meaningful relationship between both managerial resourcefulness and its dimensions and openness to experience personality trait, there wasn't any relation between managerial resourcefulness and other four personality (conscientiousness, extraversion, agreeableness or emotional stability) traits. In addition, it has been revealed that the more perseverance and task-focused administrators are more conscientious. All big five personality (BFP) traits give a low level and meaningful relationship to managerial resourcefulness of school administrators. It has been seen that only openness to experience is a significant predictor of managerial resourcefulness, while other personality traits have no significant effect on managerial resourcefulness. At the end of the study, some suggestions were made according to the results of the research.
Keywords: Big five personality theory, personality, managerial resourcefulness, school administrator
The objective of this study is to determine the opinions of pre-school students on the concepts of floating-sinking. For this purpose, a case study was planned including one-to-one interviews and experiments with children. A total of 20 children (66-73 months) attending a state pre-school were included in the study. Pre-interviews were carried out with 5 of these children and post-experiment interviews were conducted with 6 children. An interview was also carried out with the parent of one of the students who participated in the latter interview. The data were acquired via records of semi-structured interviews and video recordings during the experiments. Audio recordings and video images were transcribed after which content analysis was carried out. Whereas data obtained during the pre-interview showed that children used expressions such as “light-heavy”, “small-big”, “soft-hard”, “thin-thick” for explaining the concepts of floating and sinking, it was observed during the final interview carried out after the experiment that two children tried to explain the floating states of the objects with “buoyancy”. It was determined this concept have not been used in previous studies on the related age group.
Keywords: Science education Concept development Pre-school Floating Sinking