In this study, the effect of the schema-based problem solving strategy presented by the direct teaching method on the performance of the students with mental retardation on solving the math problem was investigated. The dependent variable of the research is the ability to solve the problems involving the basic addition and subtraction of the students participating in the research. The independent variable is the sche-ma-based teaching strategy presented by direct teaching method. Three students with mental retardation, including two boys and one girl, aged 9-13 years, participated in the research. In the research, grouping problems from math problem types are used. The research was designed from a multiple probe design across subjects. The data obtained in the study is analyzed graphically and the graphics are interpreted qualita-tively. The research findings show that the schema-based problem solving strategy improves the problem solving performance of the students participating in the research, and this increase continues 20 days after the end of the teaching period. It is determined that the sche-ma-based instructional strategy presented by direct practitioners frequ-ently used by practitioners is effective in solving grouping problems of students with mental retardation. When research findings are taken into account, it is suggested that teachers working with special needs students should be taught problem solving skills by using the schematic-based instructional strategy presented with direct teaching method, for the advanced researches, comparison and exchange problem types can be studied with the schema-based instructional strategy presented by direct teaching method.

Keywords: Direct instruction; Mental retardation; Problem solving; Schema-based instruction; Grouping problem.

The purpose of this study was to find out the association between school administrators’ emotional intelligence and leadership. To this end, we investigated whether school administrators’ emotional intelligence va-ried according to gender and to what extent their transformatio-nal/transactional leadership was accounted for by emotional intelligence. 303 school principals and vice principals working at primary and se-condary level public schools in and around İzmit participated in the study. Female vice principals and principals were found to have higher levels of self and social awareness than their male colleagues. Achie-vement and emotional self awareness significantly predicted transfor-mational leadership whereas adaptability, developing others and conflict management were significant predictors of transactional leadership. Implications of findings for theory and practice were discussed and directions for future research were laid out in the end of the study.

Keywords: Emotional intelligence; Transformational leadership; Transactional leadershipc.

In the present study is the impact of Respect of Diversities Educational Program (RDEP) prepared by using the 3th grade Social Studies respect of diversities objectives on the student’s respect of diversities level is assessed. The research was conducted on a total of 79 3th grade students including 39 students experimental group and 40 students control group in Abdurrahman Nermin Bilimli Primary School Province of Bağcılar, İstanbul. In the study pre-test post-test group quasi-experimental method was used. “Respect of Diversities Attitude Scale” developed by Ek-mişoğlu (2007) was used to assess the level of student respect of di-versity attitudes before and after the RDEP implementation. RDEP was implemented on the experimental group two lessons a week for 14 weeks by the researcher himself in the school the researcher works in 2013-2014 Educational Year Spring Semester. After the implementation of RDEP, the respect of diversities scale used as pre-test was applied again to evaluate the impact of program on experimental group and to assess the difference between two groups. Results of this study shows that the experimental group which taken the RDEP the level of respect of di-versities more than the control group. The impact of RDEP on family, social structure, gender, disability and diverse background dimensions of program to experimental group and to control group individually. Program taken experimental group got higher points in all areas than both the pre-test and the control group. As seen from the results the positive impact of the RDEP on improving the level of student respect of diversity attitudes is obvious.

Keywords: Diversity; Education of diversity respect; Intercultural education; Education against discrimination; Social studies.

In this study, the relationship between differences in seasonality and well-being, and mediator role of depression and anxiety in this rela-tionship were examined for the first time in the literature. Considering that seasonal changes are highly influential in the psychological states, the effects of seasonality or changes in weather conditions on positive and negative emotions are the main focus of researchers. Many research findings have also shown that there is a significant negative relationship between seasonality and subjective well-being, that is, happiness. A total of 227 students, 168 girls and 59 boys, from various departments at Abant İzzet Baysal University, participated in this study. In this study, seasonality of university students was measured by Seasonal Pattern Questionnaire (SPAQ) which was developed by Rosenthal, Genhart, Sack, Sckwerer and Wehr (1987) and adapted to Turkish by Noyan, Elbi and Korukoğlu (2000), life satisfaction was measured by the Satisfaction with Life Scale which was developed by Diener, Emmons, Larsen and Griffin (1985) and depression and anxiety symptoms were measured by Depression Scale of Brief Symptom Inventory which was developed by Derogatis (1992) and adapted to Turkish by Şahin and Durak (1994). The findings of this research are also consistent with the findings of the literature and support a negative relationship between these variables. In addition, depression and anxiety scores were found to play full mediator role in the relationship between seasonality and subjective well-being. In this study, the relationship between these variables was considered in the context of the Association Theory and Emotional Instability Theory, because the literature did not include a theory that did reveal the relationship between these variables.

Keywords: Seasonality; Subjective well-being; Happiness; Depression; Anxiety.

This study within the framework of contemporary university criticism in the context of Illich’s understanding of alienation from the contemporary thinkers, first of all, has been concerned with the concept of alienation in general and Illich’s definition of alienation. In the study Illich’s ideas about the modern education system were presented in relation to the concept of alienation. Another concept Illich often places in his texts is learning. In the study, then, in relation to the concept of alienation, Illich’s ideas about the modern education system were given. For this reason, the study also describes how Illich defines learning in relation to the concept of alienation. In the last part of the work, Illich's modern and pre-modern university understanding was discussed. In this section, especially the universities of the Middle Ages and the universities es-tablished after 1960 were compared with each other. According to Illich, ideal universities were serving in the Middle Ages. This chapter also explains the reasons why Illich saw qualified medieval universities. At the end of this study, it was seen that Illich regarded modern universities, which are among modern institutions, as elements serving the capitalist system, and that each of them caused human alienation. At the end of the study, it is also understood that Illich suggests that the system of higher education claims to be universally standardized even in the so-called socialist countries, since they were dominated by capitalist system in the world.

Keywords: Illich; Alienation; Education; Learning; University.

The case study method is one of the active learning methods used in Life Studies courses. Using this method effectively in Life Studies courses is crucial. The overall aim of this research is to determine how effectively teachers use the method of case study in their Life Studies courses, to put the change in the use of the method within the classroom following the education given to the teachers out. The purpose of this study is to get the opinions of the teachers about the nature of the sample event texts used before and after the training and to examine the texts they created. These working group have been consist of a private school with a high socio-economic level selected from the Anatolian side of İstanbul and a 7 class teacher who teaches in a state primary school with a low soci-oeconomic level. Data has been collected in 2014-2015 educational year. The study has been carrying the nature of action research of qualitative research methods. As data collection tools, data were collected using open-ended pre-cue and final perception questionnaire, teacher logs and document review. According to the results of the research, teachers think that the case studies they used prior to the education given are not based on experience, that the events are not thought-provoking, and they are not directed at asking empathic and moral questions. Teachers have expressed that they are happy with the case writing process and using them in their lessons that they like this process in the training process. Also, as a result of the document review, the characteristics of the sample event texts written by the teachers have been determined. Teachers stated that they have improved themselves and the students after the training, and that this training is very useful.

Keywords: Case study method; Elementary school teachers; Life studies course; Action research.

The purpose of this study is to investigate the relationship between the alexithymia levels and the flourishing levels of parents having children with a normal development and of those having disabled children. The study group consists of 326 parents. Of the participants, 161 were pa-rents of disabled children attending Anadolu University Research Ins-titute for Individuals with Disabilities in the spring semester of 2017 and 165 were parents of children with a normal development attending nursery classes of schools affiliated with the Republic of Turkey Mi-nistry of National Education. The research data were collected through personal information form, Toronto Alexithymia Scale (TAS-20) and Flourishing Scale (FS). The data were analyzed based on frequency and percentage values, one-way MANOVA, and Pearson’s product-moment correlation coefficient statistics. The analysis results indicate that alexithymia is more common among the parents of disabled children compared to the parents of children with a normal development. In addition, significant differences were found between the parents of di-sabled children and the parents of children with a normal development in terms of the “difficulty identifying feelings” (F=18.611, p˂.05, η2=.054) and “difficulty describing feelings” (F=19.249, p˂.05, η2=.056) sub-dimensions of TAS-20 and flourishing (F=7.779, p˂.05, η2=.023). However, no significant difference was determined between the two groups in terms of the “externally oriented thinking” sub-dimension. Moreover, it was found out that while the mothers having both disabled and healthy children have increased alexithymia and decreased flourishing, no statistically significant relationship was detected between them for the fathers having both disabled and healthy children. It can be said that due to the psychological problems expe-rienced, the parents having disabled children may display alexithymic characteristics and have less flourishing.

Keywords: Alexithymia; Flourishing; Parents with disabled children; Expression of emotions.

This study, which was carried out for the purpose of determining the occupational alienation levels (sense of insignificance, sense of isola-tion, self-alienation, powerlessness, normlessness) of pre-school teachers working at state and private schools and the variables affecting them, was conducted in the relational screening model. 288 pre-school teachers working at 60 state and private schools participated in the study by way of the unbiased sampling method. The data of the study were collected by using the Occupational Alienation of Pre-school Teachers Scale. The data obtained were analyzed in the SPSS program. One of the results of the study is that the occupational alienation levels of pre-school teachers were found to be at a low level in general, partially high in the Sense of Powerlessness and Normlessness dimensions and at the lowest level in the sense of insignificance dimension. Another result is that significant differences were found in the occupational alienation statuses of pre-school teachers, in the normlessness sub-dimension according to weekly working hours, in the overall scale and self-alienation and normlessness sub-dimensions according to the var-iable of the type of educational institution, in the overall scale and sense of insignificance and isolation sub-dimensions according to the variable of choosing the occupation with one’s own will. Significant differences were determined in the self-alienation and normlessness sub-dimensions according to the variable whether there was an inclusive student in the class, in the self-alienation and normlessness sub-dimensions according to the variable of the department graduated from, in the overall scale and the sense of insignificance, sense of isolation, powerlessness and normlessness sub-dimensions according to the friendship relationships at workplace variable. It was determined that the occupational alienation levels of pre-school teachers did not demonstrate a significant difference in regard to the variables of marital status, age, the term of service, classroom size, institutional facilities, and the perceived income level.

Keywords: Alienation; Occupational alienation; Alienation of pre-school teachers; Alienation in education.

This study is a descriptive field study to determine depression and self-esteem levels of elderly people over age 60 living in nursing homes and to determine whether there is a relationship between some demo-graphic variables and depression and self-esteem levels. The universe and sample of the research consists of 33 elderly individuals (except those who are in continuous care) who stay in the Bilecik Nursing Home Elderly Care and Rehabilitation Center. The study was conducted be-tween October and November 2017. The Personal Information Form, the Geriatric Depression Scale used to measure depression level and the Rosenberg Self Respect translated into Turkish by Füsun Çuhadaroğlu were used to determine the level of self-esteem. In the statistical eval-uation of the data obtained from the research; Descriptive Analysis is applied to show frequency analysis, percentile calculation, mean, standard deviation, minimum and maximum values. Correlation analysis was used to calculate the direction and severity of the rela-tionship between the two variables. Student T test and F tests/ANOVA were used to test whether the scales used differed according to the de-mographic information of the participants. The elderly people living in nursing homes had a high level of depression (18.53±7.16), 70% of the elderly showed a definite depression and the level of depression was higher in women (23.22) than in men (16.52) (p<0.05, r=0.635), de-pression levels decreased as depression levels of the elderly residents increased, depression level of elderly people living in nursing homes showed a significant difference according to social involvement status (p=0.003<0.005), the level of depression of the elderly who never participated in social activities (23.41) was higher than that of elderly people who participated in social activities (15.62) (p=0.003<0.005), the level of self-esteem of the elderly (p=0.002<0.005), whereas those who never participated in social activities it was found that the self-esteem (4.08) of the adolescents was lower than other ages (2.12).

Keywords: Nursing home; Depression; Geriatric depression scale; Self esteem; Rosenberg self esteem scale.

The present study examined the relationship between parenting styles, self-esteem and emotional intelligence in a sample of 233 adolescents (125 females and 108 males). The variables were measured using Pa-rental Attitude Scale, Rosenberg Self Esteem Scale and Bar-On Emo-tional Intelligence Scale and demographic information form. For the analysis of the data, firstly the relations between the variables of the research were examined by Pearson Moments Product correlations. Then, the mediating effects of self-esteem between parental attitudes on emotional intelligence were investigated. Consistent with the expecta-tions, there were significant associations between the variables of the study. Moreover, self-esteem partially mediated the relationship between both democratic and authoritarian style and emotional intelligence. However, the results were insignificant for overprotective parenting style. The results were discussed in terms of the relevant literature.

Keywords: Parental attitudes; Parenting styles; Self-esteem; Emotional intelligence; Adolescence; Turkish culture.

In this study, it was aimed to investigate how Gypsy families can participate in the education process of their children in the scope of primary education, to reveal the expectations from the school man-agement, teachers, parents and the other school stakeholders for the management of these participations effectively and to develop a col-lective family participation understanding compatible with authentic Gypsy culture. In this study, designed in qualitative model, the data obtained from the Gypsy families were collected using the focus group interview method. Out of the purposive sampling methods, criterion sampling method was used. The study group was formed from the parents who participated in the project “Second Spring of Gypsy Women” started within the scope of the Grant Scheme for the Social Integration and Improvement of Employment Opportunities of Disad-vantaged People in İzmit district of Kocaeli. In this context, 13 par-ticipants whose children were in the scope of primary education were included in the study group. In the analysis of the obtained data, the content analysis method was used. The findings of the study revealed that Gypsy parents showed family participation as home-based and school-based. The most important difficulty the Gypsy families expe-rienced in school participation was specified as “Discrimination”. It was concluded that the parents in the study group of the research attached importance to education and training process of their children, they expected attention, support and understanding from the school man-agement and teachers so that they could be more willing to school participation. Based on the findings of the study, various artistic, cultural and sportive activities, where parents and students are integrated, can be organized by schools to promote the family participation of Gypsy families. In this way, discriminatory attitudes can be expected to decrease. In addition, creation of platforms where families and schools express their expectations from each other can enable school management and teachers to recognize distinctive structures of the families.

Keywords: Gypsy families; Primary education; Family participation.