Cities, which reflect where they were founded place and the society they host, differ from each other due to their physical and human geography
characteristics. However, with the globalization experienced in recent years, cities have moved away from their unique identities and resemble each other. In this respect, the effect of the geographical features
of the place where the city of Zonguldak is located on the city’s identity has been examined. Elements representing Zonguldak’s urban
identity have been identified, and it aims to contribute to these identity elements’ sustainability. In the study, geographical location, geological, geomorphological, climatic, vegetation characteristics, and historical, cultural, demographic, socioeconomic, and symbolic features representing Zonguldak city identity were analyzed from a geographical point of view. Zonguldak Municipality and Zonguldak Governorship employees were interviewed about the factors that make the city stand out in tourism activities, and the elements representing the urban identity were examined on-site by going to the study area. Hard coal, miners, sea, caves, steep and winding roads, and being a republic city are the prominent urban identity elements of Zonguldak. However, it has been understood that the working class and culture, which has been dominant in Zonguldak for years, is being damaged due to the deteriorated economy and immigration. In this respect, examples of cities where various studies have been carried out to prevent migration and protect urban identity with the decrease of mineral reserves in the world are presented.

This study’s goal was to scrutinize the relationship between prospective English language teachers’ conceptions concerning teaching and learning process and metaphorical perceptions regarding their roles as language teachers. A correlational survey model was adapted in the study. The participants of the study involve 120 prospective EFL teachers at a foundation university in the 2021-2022 academic year. Data were gathered by administering the ‘Teaching and Learning Conceptions” and “Teacher Metaphor’ scales. As for the analysis the data, a series of statistical analysis through SPSS was done. At first, descriptive statistics and correlation analysis were presented and then multiple regression analysis were done. The findings showed that, prospective EFL teachers mostly prefer a constructivist approach and define their role as “guide” and “goal-oriented” teachers, while teachers who follow a traditional approach were seen as “disciplinarian-protective” teachers.

Counselors provide immediate support to individuals and communities in distressing situations, specifically crises. In this process, they face challenges due to a lack of adequate training. These difficulties cause professional and personal impairments over time. The purpose of the study is to examine the effect of a Crisis Intervention course on the self-determined ways of functioning and resilience of prospective counselors. The study employed a quasi-experimental pre-posttest control group design, involving a total of 106 fourth-year counseling students, with an experimental group (N=64, students taking the Crisis Intervention course) and a control group (N=42, students following the standard curriculum). Measures included a sociodemographic form, the Self-Determination Scale, the Brief Resilience Scale, and course evaluation form. The results showed no significant differences between the two groups in pretest scores but revealed significant post-course improvements in self-awareness, perceived choice, and resilience for the experimental group compared to the control group (p<.001). In addition, student evaluations highlighted the Crisis Intervention course’s positive impact on self-confidence, counseling skills, self-control, self-awareness, emotional awareness, calm attitude, and resilience to stress. These findings underline the importance of crisis intervention training for counseling students in enhancing their personal and professional development. Further research is warranted to expand the knowledge base in this critical area of counselor education.

In this study, the aim was to develop a measurement tool, termed as the “Peer Bullying Scale for Special Needs Students: Teacher Form” to ascertain the instances of bullying experienced by special needs students enrolled in inclusive education at the primary and secondary levels. The participants consists 668 teachers serving in schools affili-ated with the Ministry of National Education in Istanbul, where inclu-sive education was provided. The collected data were analyzed using SPSS 22.00 and AMOS software packages. Exploratory Factor Anal-ysis and Confirmatory Factor Analysis were used to assess criterion validity through factor structure of the scale. According to the results of the Exploratory Factor Analysis, the Peer Bullying Scale for Special Needs Students: Teacher Form demonstrated a two-factor structure. The Confirmatory Factor Analysis confirmed that the two factors in the scale were part of the same underlying structure. To determine the discriminative power of the scale items, item-total score correlations were calculated, and the differences between the upper 27% and low-er 27% groups in item scores were examined using independent group t-tests. The findings indicated that the items of the scale exhibited suf-ficient discriminative ability. The reliability coefficients were found to range between 0.950 and 0.971. The obtained results provided evi-dence that the 28-item, two-factor (direct and indirect bullying) Peer Bullying Scale for Special Needs Students: Teacher Form yielded val-id and reliable outcomes.

The aim of the study is to reveal the teacher immediacy behaviors of the instructor of the Turkish Language II course, which is one of the compulsory courses in Anadolu University Open and Distance Education System Live Course application, in the Spring Semester of 2022- 2023. The research was designed as a descriptive case study. The study group includes the students who are enrolled in TUR202U Turkish Language II course, which is a common compulsory course taught in undergraduate and associate degree programs in the open and distance education system of Anadolu University in the spring semester of 2022- 2023, and the instructor who teaches the course. The research data were collected through Structured Teacher Immediacy Behavior Course Observation Form, Structured Teacher Immediacy Behavior Student Interview Form and Semi-Structured Instructor Interview Form which were mediacy behaviors and Richmond, Gorham and McCroskkey for nonverbal immediacy behaviors. Descriptive analysis method was used to analyze the data. According to the findings obtained from the structured learner interview data of the study, it was stated by the participants that the demonstration of verbal and non-verbal immediacy behaviors perceived from the instructor had a positive effect on their active participation and motivation in live courses. Considering the importance of the immediacy behaviors exhibited towards the learners, an in-service training for the instructors can be evaluated in order to create an awareness and improve their skills in exhibiting these immediacy behaviors and to increase their existing positive communication skills.

This research was carried out to examine the perceptions of teachers and administrators about school culture and professional learning community (PLC) formation and the predictive power of school culture on PLC formation. The descriptive survey model, one of the quantitative research models, was used in the study. The research was carried out with 241 teachers and 52 administrators selected by the maximum likelihood sampling technique, working in some primary, secondary, and high Schools in İstanbul province in the spring term of the 2019-2020 academic year. For this purpose, the data were collected with the School Culture Scale and the Professional Learning Community Scale. For the analysis of the data obtained, frequency (n) and percentage (%) statistics for categorical (qualitative) variables, mean (X) and standard deviation (ss) statistics for numerical (quantitative) variables are given. In the study, the relationship between the scale scores was analyzed with the Pearson correlation test and the simple linear regression test. According to the research findings, it was revealed that there is a significant relationship between teachers’ perceptions of school culture and their perceptions of PLC formation. It is seen that strengthening the school culture in schools will contribute to the creation and development of PLCs. In this regard, policy makers should plan in-service training activities for teachers and administrators in the areas of school culture and PPT. It should be ensured that teachers and administrators are a part of PLCs by giving the opportunity to make collaborative plans in schools.

In addition to the safety precautions taken for the participation of individuals with developmental disabilities in independent life, teaching safety skills to these individuals is also very critical. Individuals with developmental disabilities should be able to recognize risky situations and exhibit appropriate behaviors at appropriate times against these situations, protect themselves, and ensure their safety. One of these safety skills is home safety skills. This study aimed to determine the experiences and opinions of young people with developmental disabilities and their mothers regarding home safety skills. In this study, which was conducted with a phenomenological design, one of the qualitative research method designs, interviews were conducted with nine young people with developmental disabilities and their mothers. The data obtained after the interviews were analyzed by content analysis. As a result of the analysis, the findings obtained from young people with developmental disabilities were thematized as (a) spending time at home, (b) accident experience, and (c) home safety skills. The findings obtained from the interviews with the mothers were thematized as (1) their knowledge of home safety skills, (2) the risky behaviors exhibited by their children, (3) accident experience, (4) the activities carried out by mothers to teach home safety skills, (5) precautions, and (6) their children’s application of simple first aid skills. It is seen that young people with developmental disabilities and their mothers take precautions to ensure home safety. It is stated that youth with developmental disabilities have limited skills in simple first aid skills, that mothers do not implement a program to teach safety skills to youth with developmental disabilities, and that they provide information about situations that may pose a risk. Considering the risk of unintentional injuries among youth with developmental disabilities, it is vital to teach safety skills to youth with developmental disabilities from an early stage. In addition, parents’ awareness levels of home safety skills should be increased, and programs should be prepared and implemented to increase their ability to provide instruction to parents.

The aim of this study is to examine teachers’ misconceptions in the field of alternative measurement and evaluation with a four-tier test. For this purpose, a four-tier misconception test consisting of 15 items has been developed. Test-retest and KR-20 method have been used for the reliability of the misconception test developed in the study. For the validity of the test, expert opinions have been taken, false positive and false negative percentages have been calculated, the relations between the scores obtained from the different tiers of the test have been examined, and the relationship between the scores obtained from a two-tier test and the test developed in this study has been examined. The sample of the research consists of 360 teachers working in schools at different levels in Adıyaman in the 2020-2021 academic year. In the analysis of the data, besides the statistics such as frequency percentage, test and item statistics and correlation analysis has been used. It has been determined that teachers generally have misconceptions and lack of knowledge, albeit partial, on alternative measurement and evaluation issues. Teachers mostly have misconceptions about the performance task, and they have lack of knowledge mostly about the structural grid. 

Theaim of thisstudy is to determine teachers' concept associations according to music types. In line with this purpose, the study, which was designed according to the descriptive survey model, was conducted according to the phenomenology design, one of the qualitative research methods. The data of the study were obtained with a question naire containing five open-ended question screated as a result of the literatüre review. The data obtained were analysed by tabulating the Words and concepts written according to the music types by taking into account the gender of the teachers, the types of music they frequently listen to. The study group consisted of 52 volunteer classroom teachers. In order to ensure thevalidity and reliability of the data collection tools and the analysis of the data, the opinions of three field experts were obtained; the concepts determined by theconsensus of the experts formed the themes, codes and sub-codes of the study. As a result of the study, it was determined that music types were effective in different concept associations. 

Erken çocukluk döneminin çocukların gelişimi açısından en önemli dönemlerden biri olduğu bilinmektedir. Bu dönemde çocukların tüm gelişim alanlarının takip edilmesi ve gelişim açısından olumsuz bir durum fark edildiğinde erken müdahale edilmesi oldukça önemlidir. Bu süreçte tipik gelişim gösteren çocuklara yönelik uygulamalar devam ederken, gelişimsel risk altındaki çocuklara yönelik uygulamaların da doğal ortamdan ayrılmadan uyarlanması gerekmektedir. Erken müdahale olarak sıklıkla kullanılan yaklaşımlardan biri de oyun dayalı uygulamalardır. Gelişimsel risk altındaki çocukların detaylı değerlendirmesi sonucunda, ihtiyaçlarına en uygun müdahalenin belirlenmesi mümkündür. Bu çalışmanın amacı, gelişimsel risk altındaki bir çocukta sembolik oyunun etkinliğini tartışmaktır. Bu araştırma nitel durum çalışması ile yapılmıştır. Veriler, çocuk gözlemi ve araştırmacı alan notları yoluyla toplanmıştır; ek olarak, müdahaleden önce ve sonra çocuğun gelişimi ile ilgili veriler Gazi Erken Çocukluk Değerlendirme Aracı (GEÇDA) kullanılarak toplanmıştır. Bu çalışmada ele alınan gelişimsel risk altında olan 22 aylık erkek vakanın, sembolik oyun müdahalesi doğrultusunda sosyal-duygusal, bilişsel ve dil gelişimi açısından olumlu sonuçlar elde edildiği tespit edilmiştir.

In this research, it is aimed to prepare the engineering-based STEM education activity and to present the process of applying it to primary school teacher candidates step by step. While determining the activity subject of engineering-based STEM education, Science Curriculum was examined. Considering the “Light and Sounds in Our Environment” and “Lighting and Sound Technologies” units at the 3rd and 4th grade levels, it was decided by the researchers to present the “Illuminated Room Design with Mirrors” activity as an engineering-based STEM activity to primary school teacher candidates. While preparing the activity, the engineering design process of Moore et al. was used. The prepared activity was applied to 30 primary school teacher candidates in state university in Eastern Anatolia. The implementation process took a total of 8 lesson hours. As a result of the research, primary school teacher candidates benefited from the engineering design process in order to solve the problem of enlightenment, which is a problem they may encounter in real life, and they had the opportunity to experience in this subject. 

In this study, it was investigated whether emotional-behavioral problems and negative cognitive errors predict digital game addiction (DGA) levels among middle school student. Also, DGA is analyzed according to gender, game duration and game types. The sample of the study consists of 763 middle school students (373 female, 390 male) attending in İzmir in 2019-2020. In the study, The Game Addıctıon Scale for Adolescents-Short Form, Strength and Difficulties Questionniare, The Children’s Negative Cognitive Errors Questionnaire, Personal Information Form were used to measure data. Techniques of t Test analysis, pearson correlation analysis and multiple regression analyze were used in data analysis. As a result of the study, it was determined that students' behavioral problems, negative cognitive errors, emotional problems, attention deficit, peer problems and prosocial behaviors predicted DGA. Considering the difference of this relationship in terms of gender, it was found that behavioral problems, negative cognitive errors, emotional problems, attention deficit and peer problems predicted DGA levels of female students. Among male students, behavioral problems, emotional problems, negative cognitive errors and attention deficit variables were found to be predictors of DGA. The digital game addiction levels of male students, respectively; behavioral problems, emotional problems, negative cognitive errors, attention deficit variables were found to be predictors. According to study results, it was found hat DGA scores of male students were higher than of female students higher than females. The game addiction scores of students who play action/adventure, simulation, strategy/war, role-playing games are higher than those who play educational games and those who no play games at all. Finally, game playing time was found to be highly correlated with DGA.

This study aims to examine the relationship between pre-school teacher candidates’ perceived parental attitudes and their attitudes towards children’s rights. The research, in which the relational survey model was used, was conducted with 223 pre-school teacher candidates. Personal Information Form, Parental Perception Scale and Attitude Scale Regarding Child Rights were used in the study. The relationship between pre-school teacher candidates’ perceived parental attitudes and their attitudes towards children’s rights was determined by Spearman correlation analysis and whether there was a difference according to the variables of gender, the place of residence, working status of mother and father, grade, number of siblings, mother and father education level was determined by Kruskal Wallis H and Mann Whitney U tests. In addition, the effect sizes of the analyzes were determined. In addition, the effect sizes of the analyzes were determined. As a result of the study, it was concluded that pre-school teacher candidates’ attitudes towards children’s rights were positive, and their perceived mother and father attitudes included a high level of autonomy support. In addition, it was determined that maternal involvement, maternal autonomy, maternal closeness and total maternal perception had a weakly significant relationship with the total sum of the Attitudes towards Child Rights Scale. However, as a result of this research, it was also determined that the percieved father’s attitude was not effective in the teacher candidate’s attitudes towards children’s rights.

The research, which takes the form of a review article, examines how children develop their fear, how that feeling tends to change with age, the importance and historical evolution of horror literature in children’s literature, its pedagogical functions, and the qualities that children should associate with this genre. While some scholars see the horror genre favorably, others argue that it poses a risk to students’ education. Scholars who believe that children should not be exposed to the horror genre contend that it is stereotyped fiction, will desensitize children, and will expose them to violence. Positive thinkers assert that if certain conditions are present, horror literature with an artistic and educational value can be recommended to children and even help them develop a reading culture. Thus, rather than being an instrument of fear-instillation indoctrination, these works might become instructive and awareness-raising tools. The fundamental requirement for this is that children’s horror literature be written with the interests, needs, and developmental stages of the audience. It is important to say, when selecting horror literature for children, as it may contain themes and circumstances that are difficult for children to comprehend or may be misinterpreted by them as they grow up, such as drugs, sexuality, graphic violence, and murder. Lastly, it might be stated that there aren’t sufficient studies of this genre. In order to acquire scientific conclusions, it is vital to disclose through a variety of investigations the potential advantages or disadvantages of this genre for the children.

The aim of this study was to investigate diversity in a range of activities following a newer mathematical modeling method of education. A design-based research method was adopted. Qualitative tools with quantitative support were employed for data collection. The participants were 11 mathematics teachers, all of whom are authors of this study and have taken a graduate-level mathematical modelling course. Over a sixweek study period, data was collected using semi-structured focus group interview forms, mathematical modelling activities designed by the participants, and a modelling competencies assessment rubric. The semi-structured focus group interview forms and mathematical modelling activities were analyzed using content analysis. The modelling competencies assessment rubric was analyzed quantitatively with evaluations made separately for each section. During these evalutions, themes that served as additional data for evaluating the activities in terms of diversity were identified. The identified themes included elements that were neglected, those that remained consistent, grade level, variables, and variations in the subject and process, such as readiness, exit card, and study questions, among others. According to the results, the modelling activities designed on the subject of tea differed in terms of school level, student level, subject matter, and mathematization, with the most significant variation was found in terms of context.

The purpose of this research is to create a reliable and valid scale for assessing the financial literacy behavior of 6th-grade secondary school students. To achieve this, a literature review was conducted, followed by the development of propositions regarding the dimensions of financial literacy. These propositions were reviewed by experts in the fields of language, assessment, and evaluation, and the items were modified based on their feedback. The final version of the scale comprised of 29 Likert-type scale items with four response categories (never, sometimes, usually, always). Data for the study was collected from secondary schools in Şanlıurfa during the 2018-2019 academic year. Exploratory Factor Analysis (EFA) was conducted on the data collected from 241 students to reveal the structure of the scale. This analysis identified three distinct factors (expenditure, budget, savings) consisting of 21 items. Confirmatory Factor Analysis (CFA) was then performed on the data collected from 234 students to confirm the accuracy of the structure. This secondary analysis revealed that the model fit the data perfectly, thus confirming the validity of the scale

The purpose of this study is to determine the level of relationship between teachers’ organizational trust and organizational relocation. For this purpose, data were collected from 407 teachers working in official primary and secondary education institutions in Akyazı district of Sakarya province in the 2022-2023 academic year. The entire population was taken as a model in the study. Relational screening method was used in the study. According to the normality tests, it was observed that gender, marital status, seniority, school type and tenure data; organizational trust and organizational relocation sub-dimensions data were normally distributed. Independent groups t Test and ANOVA analyses were used to determine the difference and effect levels between variables. Pearson correlation analysis was used to determine the level of relationship between the variables, and regression analysis was applied to find out to what extent the variables predict each other. In the light of the analyses, it was seen that teachers trusted their colleagues the most and the administrator the least; while the perception level of relocation was at a medium level, gender, seniority, marital status, school type and length of service in the school did not make a difference in relocation. The relationship between organizational trust and relocation was found to be low and positive; trust did not contribute sufficiently to relocation and its predictive power was found to be weak. The teachers who participated in the study mostly trusted the ability of their colleagues, i.e. their colleagues, to teach at their workplace. It can be concluded that the perception levels of the teachers participating in the study on organizational relocation are at a medium level, and their ideas about relocation are not clear. According to these results, the following suggestions were made: The foundations of school organizations where all kinds of opposing ideas that are beneficial for the school can be discussed within the framework of democratic culture should be laid. With a similar study, the relationship between trust and relocation can be revealed with all its dimensions by including district and provincial national education administrators.