The purpose of this research study is to explore the opinions of teachers and students related to student coaching applied in secondary schools of Bayburt. In this study, quantitative and qualitative research methods are used together. In the quantitative portion of the study, 482 teachers constitute the population and the sample size is 215. In the qualitative part of the study, working group of the study consists of 22 teachers and 24 students. A questionnaire and semi-structured interview forms have been created in order to obtain subjective evaluation of teachers and students related to student coaching. The questionnaire was administered electronically; interview forms were used through face to face communication. To analyze the data, Excel, SPSS 23.0 software package and descriptive analysis technique have been used. According to data obtained, teachers find student coaching useful and believe that it supports students in all aspects (academic, social), and it is applicable at all levels, however, it increases workload of teachers. Students find the idea of coaching useful; however, they find the practice insufficient.

Keywords:Student coaching; Teacher; Student; Middle school; Secondary schools.

The aim of this study is to evaluate game behaviors of a child with mild mental disability either alone or during the interaction with peers with normal development as well as peers with mental disabilities. In this qualitative study, case study was performed in order to provide detailed information related to the behavior of an individual. Data were collected via observation technique. The experimental group was composed of one child with mental disability who was 11 years old, 2 children with normal development (1 female and 1 male) and 2 children with mental disability (1 female and 1 male) in order to observe the peer interaction. The content analysis was performed for the observational data and findings were presented as themes. As a conclusion, we observed that the child with mild mental disability preferred mostly the block center as a game center. The child exhibited a playing behavior together with peers without differentiating the gender and we observed that the child was happy due to the peer interaction. In literature, the importance of the peer interaction of children with disabilities in the game environment has been broadly discussed.

Keywords:Mental disability; Game; Peer interaction.

This study was conducted to examine the relationships among preservice teachers’ beliefs about self, epistemological beliefs and conceptions about teaching and learning. For this purpose, a structural model was proposed based on the belief system approach of Rokeach (1968). Results of such a model have both theoretical and implicational contributions. To examine the proposed model, three different scales were utilized. A total of 918 Turkish preservice teachers participated in the study. Results showed that preservice teachers had three different types of self: autonomous, related and autonomous-related. If a preservice teacher had autonomous or autonomous-related self, s/he would have also sophisticated epistemological beliefs. Additionally, preservice teachers’ sophisticated epistemological beliefs allowed them to hold more constructivist conceptions. Considering these results, some implications were presented in this paper.

Keywords: Belief system; Self; Epistemological beliefs; Conceptions of teaching and learning; Preservice teachers.

TEOG is a central examination administered to 8^th graders in Turkey. The primary purpose of this study was to analyze the perceptions of 8^th graders on TEOG exam through metaphors. This qualitative study was designed based on phenomenological approach. The study group was comprised of 267, 8^th graders enrolled at the state schools of Afyonkarahisar city center, towns and villages. In the current study, the content analysis was conducted to analyze the data. Following the exclusion process, the metaphor analyses resulted in six categories within the scope of the study. These categories were as follows: endeavor, challenges, expectations, significance, objective, and satisfaction. The students used the most of the metaphors in the category of challenges. These results indicated that TEOG exam creates stress and fear for the secondary school students, and the students have anxiety due to TEOG exam. The metaphors of the students in villages differ from the students in towns and city centers.

Keywords:TEOG; Metaphors; 8^th graders; Central examinations.

This research was aimed at examining the effectiveness and productivity of video modeling and video modeling through songs in teaching daily living skills to the children with intellectual disability. In the research, adapted alternating treatments design was used from among single subject research designs. The subject of the research consists of four students between the ages of 14 and 21 who have got intellectual disability children. In the research, “folding sweater and shining shoes” being independent from each other and having equal difficulty level among daily living skills in line with expert opinions were selected. In the scope of training plan, skill steps for determined skills were developed and lyrics for these skills were written and parallelism between these lyrics and skills were provided and evaluated with expert opinions. At the last stage, completed lyrics were composed and were put into a video so as to show parallelism with steps for skills. At the end of the research, it has been seen that the song video model is more effective and efficient than the video model teaching method.

Keywords: Video modelling; Special education and music; Mental disability; Daily living skills; Teaching with song.

The purpose of this study is to determine the expectations of the preservice mathematics teachers with the “Special Education”, their attainments regarding mathematical applications in the inclusive education and problems they encounter in this process. In this way, the contributions of this course and mathematical applications in the inclusive education to the preservice teaching competencies might be determined. The present study was conducted with 54 preservice mathematics teachers who were senior students studying in the Department of Mathematics Teaching in the Faculty of Education of Giresun University. Data of the research which is a qualitative case study were collected through questionnaires. Data of the study were analysed through content analysis and descriptive analysis methods which are qualitative data analysis methods. According to the findings of the study, “Special Education” course positively contributes to the preservice teachers and, as for the mathematical applications in inclusive education, they allow for communication with students and their families and being patient, tolerant and sensitive. Almost all of the participants expressed that this course helped them understand children with special needs and comprehend the structure of the inclusive applications; increased awareness and sensitivity levels towards these children; enabled them to gain new cognitive and affective attainments that they will greatly benefit from; and what they learned from this course provided them with professional experiences and contributed to their teaching competencies. Also, most of the preservice teachers stated that they were satisfied with the opportunity of gaining theoretical information and of carrying out applications with the inclusive students thanks to the “Special Education” course.

Keywords:Specialeducation; Students with special needs; Mathematical applications in inclusive education; Preservice mathematics teachers.

The study was executed to 18 elementary mathematics teachers in a public university. During the course of Mathematics and Art, students created regular pentagon from a rectangle paper strip in the origami section of the course. They were asked why a regular pentagon happens through a knot of the paper strip. Then their answers were analyzed for mathematical reasoning. The study method was decided as content analysis depending on case evaluation. Mathematical reasoning was defined as reasoning with shapes or without shapes, guessing, induction, generalization, example finding, and thinking with concepts and with their connections in line with the definitions of Schoenfield (1992), Wares (2016), Alkan and Bukova-Güzel (2005), Kahramaner and Kahramaner (2002) ve Yıldırım (2004). Mathematical reasoning was thought to happen via thinking steps and divided into some parts. The concepts used by preservice mathematics teachers were listed, their use frequencies were reported. Teachers who used that particular concept and the degree to what it was used, were analyzed. Representational modes and how it affects the explanations as well as how they shape mathematical reasoning were reported. Faulty answers, incomplete answers and correct answers were noted for the lines of reasoning. Geometrical concepts, different modes of representation, interaction with shapes were searched for mathematical reasoning. The results of the study are thought to shape how origami can be used inside the mathematics classroom, how concept knowledge, representational mode variety, and lines of reasoning acts in mathematical reasoning. Study also gives some ideas of how reasoning could be written on paper sheets, how forming hypothesis with origami lets different lines of mathematical reasoning emerge.

Keywords:Mathematical reasoning; Mathematics teaching with origami; Concept learning; Modes of representation; Transformational geometry.

The purpose of this study is to adopt “Student Loyalty Scale” developed by Helgesen and Nesset (2007) into Turkish by providing validity and reliability of it. The researchers created three different group of participants for the study. The first group consisted of five experts in educational administration and supervision who completed undergraduate education in English Language Teaching. This group participated in the study for determining language equivalence of the items in the scale. The second group which was constituted for exploratory factor analysis consisted of 270 volunteer students who were students at college of education in Yıldız Technical University, İstanbul. Lastly the third group which was constituted for confirmatory factor analysis of adopted Turkish scale form consisted of 247 students from different faculties in the same university. The first step of the analysis was to translating items into target language (Turkish) and translation validity was tested. Then researchers investigated content, language and meaning validity of translated scale form, calculated item total and item correlation, run exploratory and confirmatory factor analysis and tested reliability of the scale with Cronbach alpha coefficient. The original scale has six factors as facilities, service quality, satisfaction, image of University College, image of study program and loyalty. As a result exploratory factor analysis indicated that factor loadings have differentiated the scale which seems very suitable for the Turkish culture and higher education system. New factors has named as facilities of the faculty, outsource service quality, service quality, loyalty, image of study program, image of university. The researchers tried to conserve the concepts of the original scale wile naming the factors.

Keywords:Adaptation; Higher education; Language validity; Factor structure; Student loyalty scale.

The aim of this study was to examine the perceptions of marriage concept of higher educated married persons through metaphor analysis. In this study, metaphor analysis was conducted in context of qualitative research methods. Sample group consisted of 100 persons who had higher education and married; 57 of them were women and 43 were men. The participants were asked to fill the sentence “Marriage is like……., because ……” to determine the metaphor related to marriage they had for data collection tool. According to the findings, the sample group produced 47 different valid metaphors in total of 100. These metaphors were grouped under 6 different conceptual categories considering their common traits. The developed metaphors by the participants about marriage were substantially positive, women had more positive perception about marriage than men and similarly, persons who had children had more positive perception about marriage than who were childless. These findings were discussed in the context of similar studies and various recommendations were brought forward.

Keywords:Marriage; Family; Higher education; Perception; Metaphor.