This paper presents the results of research into the impact of school culture on teacher job satisfaction. The participants were 362 teachers from 57 primary schools in Serbia. Three dimensions of school culture (Teacher Professionalism and Goal Setting, Professional Treatment by the Administration, Teacher Collaboration) and nine dimensions of job satisfaction (Pay, Promotion, Supervision, Fringe Benefits, Contingent Rewards, Operating Procedures, Co-Workers, Nature of Work, Communication) were measured. The results indicate that all three dimensions of school culture are directly related to the job satisfaction of teachers in primary schools in Serbia, but that Professional Treatment by the Administration has the strongest influence. The teachers’ gender and age were used as moderators of the relationship between the school culture dimensions and the job satisfaction dimensions. The results of hierarchical regression analysis show that the moderating effect of gender has been confirmed in two dimensions of job satisfaction: Fringe Benefits and Operating Procedures, while the moderating effect of age can be seen in four dimensions of job satisfaction: Fringe Benefits, Operating Procedures, Co-Workers and Communication. School culture has been shown to influence primary teachers’ job satisfaction. Considering that school culture can be improved, it is possible to improve teachers’ job satisfaction as well.

Keywords: school culture, teachers’ job satisfaction, primary schools, teachers’ gender and age, Serbia
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In this study, effects of a calculus class, teaching content of which, was organized according to reform approach and in which CAS support was benefited on procedural and conceptual competencies for integral were compared with traditional teaching process. This study was designed according to multiple case study since CAS supported and traditional teaching cases are assessed with a holistic approach over learning domain components together with the competencies within procedural-conceptual dimension. Working group of the study consisted of 84 undergraduates registered to Calculus I in mathematics education department of a state university. 6-week application process was completed by following traditional teaching (n=42) in one of the application groups constituted by unbiased assignment among the students in the workgroup and CAS supported teaching (n=42) pattern in the other. Test and interview techniques were employed for evaluation of the outputs of teaching process. The findings demonstrated that the undergraduates in the CAS group had higher competency in both procedural and conceptual dimensions when compared to those in the traditional group. It was observed that the difference between the groups was more prominent in the competency related to conceptual dimension. Additionally, it was observed that both groups had higher procedural competencies when compared to conceptual competencies. It was observed that CAS group had higher competencies in limit-integral relation, geometrical interpretation of integral and learning domains of integral applications, while traditional group had higher competencies in derivative-integral relation and learning domains of integration calculation.

Keywords: computer algebra system, procedural-conceptual competency, integral topic
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The aim of this study was to investigate the effect of motivated strategies on perceived self-intervention is defined as intervention of learners to their learning process by using assessment feedback provided from web based self-assessment system. This study was conducted with pre-service teachers who were enrolled in the Educational Measurement and Evaluation course. In the study, Web Based Self-Assessment System (WB-SS) was developed for pre-service teacher to test and retest their knowledge and skills towards the Educational Measurement and Evaluation course and the system was used four weeks. At the end of the each test, the system provided criterion, norm and self-referenced feedback to pre-service teachers based on their assessment experience. At the end of the process learners completed The Effectiveness of Perceived Self-Intervention Scale in WB-SS and Motivation Scale. In this context for determining the relations between the effectiveness of perceived self intervention and motivational strategies, causal research method was used, and consequently structural equation models were conducted. According to results the effect of task value on the effectiveness of self-intervention was positively and task value explained 32% of the variance of the effectiveness of perceived self-intervention.

Keywords: self intervention, self-assessment, motivational strategies, e-assessment
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The aim of this study which takes the theoretical backgrounds from the sustainability literature is to investigate the structures which may have an effect on the sustainable usage of online learning environments with the students’ perspectives and to contribute the literature about providing the sustainability of these environments’ usage. A qualitative study is conducted for this purpose and the study is designed with phenomenological approach. The research data is acquired from the interview records of nine students whom take an online course of Hacettepe University, Faculty of Education. In order to access to the qualitative findings, a qualitative interview form was prepared and interviews were conducted with students in the specified time. Research findings revealed that the quality of information, impact of environment, environment variables and students’ own internal structures are the categories which have an effect on the sustainability of online learning environments. Under these categories, codes such as information quality, usability, system quality, service quality, satisfaction, attitudes, interaction preferences, teacher requests, routing requirements and flexibility are reached. In line with the findings and conclusions of the research, suggestions were made for the study and practice.

Keywords: online learning, sustainability, sustainable usage
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The aim of this research is to investigate the effect of open inquiry based learning on the development of 7th grade students’ academic achievement and science process skills. At the same time, the practicability of open inquiry in the science classroom and problems encountered by the teacher were examined. Mixed-method was used regarding the aims of the study. In the quantitative part, quasi-experimental study was designed whereas semi-structured interview was conducted with the teacher after the treatment in the qualitative part. The sample of this study was composed of randomly selected 2 classes from a conveniently selected public school with 7 classes. Open inquiry based learning activities developed by the researchers were conducted in the experimental group (n=33 students) by their science teacher. In the control group (n=32 students), lessons were conducted as suggested in the science curriculum by the same teacher. Science process skills test and an achievement test about “Force and Motion” unit were used to collect the quantitative data. The results of MANCOVA indicated statistically significant differences on behalf of the experimental group. The teacher was unsure about when and to what extent she should have given scaffolding and how she should have guided the students during the open inquiry process. In line with the research results, the use of open inquiry based activities to improve students’ academic achievement and science process skills is recommended.

Keywords: inquiry based science education, open inquiry, science process skills, achievement.
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This study aims to present a synthesis of empirical studies conducted in Turkey on pre- and in-service math teachers’ knowledge and to recapitulate the existing conceptualization in this particular line of research in the local context. Considering the interwoven and sophisticated nature of teachers’ knowledge (Seidel & Shavelson, 2007), it sets out to enhance the understanding on what constitutes and should constitute these math teachers’ knowledge by discovering the frequently studied research strands in the literature. To this end, this paper reviews 25 empirical research studies identified through Academic Search Complete, Education Source, ERIC, Humanities International Complete, ULAKBIM, and Google Scholar databases. Thematic analysis revealed two majorly studied strands in the field: (a) studies that identify teachers’ knowledge levels in terms of certain mathematical concepts, and (b) studies that try to develop math teachers’ knowledge through workshops, courses, and programs particularly designed to reach specific objectives. In addition, majority of research was seen to be carried out with pre-service teachers (N = 21); and qualitative methodology was the most commonly consulted research design (N = 22). With its findings, this study bears the potential to direct future research and contribute to pre-service mathematics teacher education programs and in-service trainings.

Keywords: math teachers’ knowledge, content knowledge, pedagogical content knowledge, meta-synthesis
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In this study the relationship between political skill and psychological capital was investigated according to opinions of teachers. This study also investigated how teachers’ psychological capital influences their political skill. The study was conducted with 325 teachers working in 15 primary and secondary schools in the district of Ankara Altındağ. Within this scope, Psychological Capital Questionnaire and Political Skill Inventory were applied to participants. The scales gathered from participants analyzed via mean, standard deviation, Pearson correlation and hierarchical multiple regression. After the analysis, it was found that the level of teachers’ political skill and psychological capital were relatively high. It was determined that there was a positive, medium level and statistically significant relation between political skill and psychological capital. Besides, the results showed that demographic features of teachers didn’t affect political skill, but all sub-dimensions of psychological capital were significant predictors of political skill.

Keywords: Political skill, psychological capital, teacher
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The purpose of this study is to compare the ability estimations of classical test theory (CTT) and the Many Facet Rasch model (MFRM) in measurements conducted with open-ended questions. The study was conducted with 100 eighth graders and four mathematics teachers who rated the students’ work. The study’s data were obtained using an achievement test with 6 open-ended mathematics questions and a holistic rubric for scoring these questions. The data obtained by rating the open-ended mathematics questions were analyzed using both CTT and MFRM. The ability estimations for CTT were calculated using the score averages of the four raters. Afterwards, Many Facet Rasch analysis was conducted using a three-facet pattern including raters, students and items. The ability estimations calculated by these two theories were prepared to be compared by converting ability estimations obtained from the Rasch analysis and reported in the logit scale into the units of rubric used for scoring. This study found that the relative agreement between the ability estimations calculated using CTT and MFRM was extremely high. It was determined that there was a significant difference between the means of the ability estimations of the two theories, and thus no absolute agreement. Research findings revealed that the concurrent validity of the ability estimations of MFRM is higher than that of CTT’s ability estimations.

Keywords: Open-ended questions, classical test theory, many facet Rasch model, ability estimation
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The primary purpose of the study is to analyze the relationships between “Inclusion of the concept of world citizenship in Social Studies Education Program and Practices (SSEPP) and “world citizenship competency perceptions (WCCP)” of prospective SSE teachers. This is a relational screening study model. “World Citizenship Scale in SSEPP” and “World Citizenship Competency Perception Scale” that were developed by the researchers were used in the study. A total of 375 fourth grade prospective primary education teachers in SSE departments of randomly selected universities to represent seven different geographical regions of Turkey constituted the sampling of the study. The results showed that prospective teachers evaluated SSEPP at moderate level in terms of its dimensions are “objects”, “content”, “learning situations” and “evaluation” and general of the scale. Likewise, the prospective teachers perceived world citizenship at moderate level. This result points out that even training of world citizen individuals at the SSE program is aimed, this objective couldn’t be adequately reflected in selected texts, intra-class activities and evaluation processes. In addition, prospective teachers who graduated from Anatolian high school and their parent graduated from university had higher perception on the world citizenship. Finally, the findings show that there is a positive and weak relationship between SSEPP and WCCP.

Keywords: World/global citizenship, globalization, social studies education, social studies education curriculum, prospective teachers.
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The purpose of this study was to determine and compare job satisfaction and burnout levels of primary school teachers working in combination and single-grade classrooms. The data were collected from 465 primary school teachers who work in single-grade classrooms and 75 primary school teachers who work in combination classrooms in the central towns and rural areas of Ankara in the first semester of 2013-2014 academic year. The job satisfaction levels of the primary school teachers were measured through Minnesota Job Satisfaction Questionnaire-Short Form (MSQ-SF), and burnout levels were measured through Maslach Burnout Inventory-Educators Survey (MBI-ES). The results indicated that general job satisfaction level of the primary school teachers working in combination and single-grade classrooms was at medium level. They experienced emotional exhaustion at a medium level and depersonalization at a low level. The teachers of single-grade classrooms had a low level of personal accomplishment, while the teachers of combination classrooms had a medium level of burnout. Statistically significant differences were found as a result of the comparison between the teachers in combination and single-grade classrooms in terms of job satisfaction and burnout levels.

Keywords: Teaching in combination classrooms, primary school teacher, job satisfaction, burnout.
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The overall goal of the study is to establish a model in which the relationship between parental involvement and motivational factors, parents’ perceptions of invitations and perceived time and energy. The instruments used in the study which was a causal comparison model were Parent Involvement Questionnaire, Parental Role Construction Scale, School Experience Scale, Parental Efficacy Scale, Parents’ Perceptions of Invitations for Involvement from the Others and Perceived Time and Energy Scale. The subjects of the research were composed of 790 parents (418 mothers, 372 fathers). The data were analyzed via SPSS 16.0 and AMOS 7.0 software. According to research findings, parents’ perceptions of invitations for involvement from the others directly affected parental involvement. Meanwhile, it was found that parents’ perceptions of invitations for involvement from the others and parental involvement had a positive relationship. Perceived time and energy directly affected parental involvement. Besides, it was found that perceived time and energy and parental involvement had also a positive relationship. Parents’ perceptions of invitations for involvement from the others had a high level of effect and perceived time and energy had a low level of effect on parental involvement. Parents’ motivational factors indirectly affected parental involvement. Meanwhile, they had a positive relationship.

Keywords: Parental involvement, parent efficacy, role construct, perceptions of invitations for involvement, perceived time and energy.
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The purpose of the study is to determine the role of families in preschool children's perception of gender. Participants are eight children from varying family structures of lower and middle socio-economic levels, attending the same nursery class, and their mothers. Data were collected through observation, interviews with the children and their mothers and the activities without any intervention. According to the findings of the study, it was determined that factors such as the children's mothers being house wives, being subjected to domestic violence witnessed by their children, and the traditional distribution of domestic responsibilities are effective on children's stereotype opinions concerning man and woman. Also, children whose mothers and fathers take joint responsibility in household labor are less stereotypical than those whose fathers do not participate in domestic responsibilities. Employment status of the mother generally does not impact children's perception on men and women. It was also determined that children that are not oppressed by their fathers, that have a opposite sex sibling, and that are given toys peculiar to the opposite sex have less stereotypical preferences in terms of toys and play.

Keywords: Preschool children, gender, family structure, mother
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