In this research, it is aimed to reveal the situations experienced by university students regarding Covid-19 pandemic and its aftermath. The research was conducted by a qualitative research design, and data were collected using a semi-structured interview form from 31 junior students attending a Faculty of Education. The collected data were analysed by content analysis. As a result of the research, it is understood that the students are satisfied to have returned to face-to-face education. Overcrowded school and dormitory make it difficult to comply with the measures taken, and cause problems related to cleaning. It has been found that the rate of compliance of students with pandemic measures at school is higher than in dormitories. The majority of students identified having problems with wearing masks, obeying social distancing and following hygiene rules. It is understood that Covid-19 pandemic has made life difficult and people unhappy and hopeless. It is found that people have been bored with the pandemic, they have been worried about the risk of infections, so they socialize and communicate less and treat each other more coldly.

The aim of this study is to determine the symbol errors made by primary school first and second grade students in four operations content. The model of the research is a case study, one of the qualitative research methods. Study group, the sample consists of 327 students studying at the first and second grade levels of primary school, selected through criterion sampling, one of the purposive sampling methods. As a result of the analysis, within the category of symbol errors; “perceiving the minus (–) sign as a plus (+) sign”, “perceiving the plus (+) sign as a minus (–) sign”, “mistaking the equal (=) sign”, “writing number symbols incorrectly”, “using the operation line in the wrong place”, “not using the operation line”, “not using the operation symbol”, “confusing the places of the operation symbols”, “perceiving the multiplication (x) sign as a plus (+) sign”, “perceiving the division (÷) sign as a minus (–) sign”, “perceiving the plus (+) sign as a multiplication (x) sign”, “perceiving the multiplication (x) sign as a division (÷) sign”, “perceiving the minus (–) sign as a division (÷) sign” error types determined. Among these symbols errors, it was determined that the error of perceiving the minus (-) sign as plus (+) was made by the first-grade students at the highest rate. By the second-grade students, it was concluded that the error of perceiving the multiplication (x) sign as a plus (+) sign was made at the highest rate.

The aim of this study is to reveal students' thoughts on the use of ChatGPT in education. Therefore, the study was designed and conducted according to a qualitative research method. Data was collected through semi-structured interviews. The study group of the research consisted of voluntary students from one of the 4th grade classes of a public school in Türkiye. An interview form was developed and used as the data collection tool. The obtained data was analyzed using the content analysis method. Based on the results, it was observed that the students found the use of ChatGPT in teaching to be engaging and enjoyable. Moreover, incorporating artificial intelligence in teaching was found to promote academic achievement and offer a greater amount of information compared to conventional printed resources such as textbooks. Additionally, ChatGPT was perceived to provide accurate, prompt, and clear responses to queries posed by students. The students expressed their recommendation to use ChatGPT in studying other subjects like social studies, mathematics, and Turkish, as it is a valuable tool for enhancing academic success and expanding access to information.

The aim of this study was to examine the postgraduate papers on formative assessment in Turkey from a thematic perspective. The thematic content analysis method was used in the study. The study group consisted of 38 (27 master's theses and 11 doctoral theses) approved doctoral theses. These dissertations were classified under 5 main themes (studies describing formative assessment competencies of teachers or pre-service teachers, studies planning the development of formative assessment components of teachers or pre-service teachers, studies examining the effects of formative assessment on student outcomes, studies on factors influencing formative assessment practices, other studies on formative assessment) were analyzed in terms of different variables. Analyzing these works according to the main topics, it was found that the studies describing the formative assessment competencies of teachers or prospective teachers and the studies planning to improve the formative assessment components of teachers or prospective teachers were the least in number. It was found that most of the studies on formative assessment were studies that examined the effects of formative assessment on student outcomes, and that these effects were mostly performance on cognitive characteristics and attitudes on affective characteristics. The most commonly used method in the studies was mixed methods, and the least used method was action research. While interviews and scales were mostly used as data collection instruments in the studies, content analysis, descriptive analysis, and t-test were frequently preferred among the data analysis methods. Suggestions for future research on formative assessment were presented at the end of the study.

The current study aims to review the postgraduate studies on learning disabilities in preschoolers in Turkey. In the study, document analysis was employed as a qualitative research method. The sampling was determined based on the criteria that the studies were focused on the pre-school period only, there was no interval between the years of the study, and the full texts of the studies were included in the Council of Higher Education Thesis Center. Nine postgraduate studies that were conducted in the preschool period were included in the sample. Results show that most of the postgraduate studies were master’s theses and most of the studies utilized quantitative methods as research designs. The studies were mostly conducted in educational sciences institutes and children made up the majority of the participants in these studies. The results showed that the first research on the subject was completed in 2005 and there was only one study in the years 2010, 2012, 2017, and 2022. There were two studies regarding the learning disability in 2018 and 2019. It can be said that learning disability studies needs more attention in preschool age.

The present research aims to investigate the social acceptance of teachers who work with individuals with special needs, along with identifying the variables that may contribute to predicting social acceptance. The study comprised 318 primary and secondary school teachers affiliated with the Ministry of National Education in the central district of Antakya, Hatay province. Employing a descriptive survey model based on the relational model, the research utilized three data collection instruments: the Teacher Social Acceptance Scale for Individuals with Special Needs, the Commitment to Teaching Profession Scale, and the Student-Teacher Relationship Scale-Short Form. Analytically, the research data underwent examination through t-tests, Pearson product-moment correlation coefficients, and multiple linear regression analysis. The outcomes revealed that gender had no significant impact on the level of social acceptance among teachers working with students with special needs. However, both professional commitment and the student-teacher relationship emerged as influential and substantial predictors of social acceptance. The implications of these findings were thoroughly discussed within the framework of existing literature, and relevant recommendations were subsequently put forward.

This study was conducted to determine the teaching approaches used in the education process in line with the views of the academics working in the physical education and sports teaching department. The population of the study consists of academics working in physical education and sports teaching departments from all geographical regions in Türkiye. Here, 50 academics were reached by using the purposive sampling method. The academics stated that they prepared for the lessons mostly by researching resources and literature and adopted the question-answer method to ensure students' participation and attention, and expected students to be active in the lessons. They preferred teacher-centered methods the most and used traditional assessment and evaluation techniques the most. As a result, it was determined that the academics adopted teacher-centered approaches. However, it was determined that they did not use methods and techniques suitable for only one approach during education; they used both teacher-centered and student-centered approaches depending on the duration of the lesson and the current situation of the class. In the physical education and sports teaching department, the courses in the curriculum should not only be classified as practical and theoretical but also categorized according to cognitive, affective and psychomotor domains. Thanks to this categorization, it can be ensured that the advantages and disadvantages of the approach, the field, and the aimed course can be known instead of the superiority of the teaching approaches adopted in the courses. In all these processes, the central goal should be the active learning of the student.

This study aims to examine the beliefs and experiences of primary school principals regarding leadership behaviors. In this context, the research was structured in a phenomenological design by employing a qualitative approach. Seven primary school principals were the study's participants, chosen using the criterion sampling method. A semi-structured interview form developed by the researchers were used as data collection tools. The research data were collected through face-to-face interviews with the participants and also recorded. The research data were analyzed with both content analysis and descriptive analysis techniques. In the study, it was found that school principals demonstrated a range of leadership behaviors within the meaning of the concept of those behaviors, the process of developing a strategic plan and vision, the process of making decisions at the school, the school environment, the impact on teachers' professional development studies, parent and relations with the external environment, and the efforts to improve student success. The findings of the research are broken down and analyzed with reference to the corresponding literature. Various recommendations were presented in accordance with the research findings.

The purpose of the study is to explore the levels of tacit knowledge used by classroom teachers. In this study, case study approach, one of the qualitative research designs, was used. The study group consists of a total of 14 classroom teachers, 10 females and 4 males, who have a master's degree in classroom education at a state university. As a data collection tool, an opinion form consisting of four open-ended questions about tacit knowledge prepared by the researcher was used. In addition, semi-structured interviews were conducted with 7 participants who volunteered and had time about their answers to 4 questions. The fact that 3 of the 14 primary school teachers who made up the study group stated that "I heard it for the first time" and the other 3 participants said "I heard it before but I didn't know what it was" only proves that they were not aware of the classification of knowledge as tacit and explicit. This does not mean that 6 respondents (42.8%) did not know tacit knowledge. In this study, it has been shown that classroom teachers have a significant level of tacit knowledge about classroom management, students' learning, teacher behavior in classroom, cooking, and driving cars. Furthermore, a significant percentage (92.9%) of the participants stated that they believed the tacit knowledge gained by teacher candidates throughout their undergraduate education was necessary and valuable for the teaching profession. 

Children of urban poor families living in cities may be deprived of many opportunities offered by the city, especially quality education, and quality life. This study aims to determine the situations that may affect children's educational life and to reveal their characteristics within the framework of face-to-face in-depth interviews with children of urban poor families. The research was conducted using case study. While selecting the study group, attention was paid to the students' being urban poor and having a secondary disadvantage (broken family, imprisoned parents, having different ethnic origin, etc.). Accordingly, face-to-face interviews were conducted with 14 students and a semi-structured interview form was used to collect the data in the interviews. The data obtained from the interviews were analyzed using content analysis technique. The findings of the research are presented in order regarding the family and home organization, the neighborhood, the socio-cultural environment, and the needs of the participant children. In the light of these findings, it is discussed how urban poverty affects quality educational outcomes. Suggestions are made that the negative effects can be improved through the coordinated efforts of teachers, school administrators, families, and other social actors.

This research was carried out to examine the social-emotional learning levels of secondary school students studying at Sports High School and different high schools according to various variables. The population of the research consists of students studying at the secondary education level of Gaziantep in the 2021-2022 academic year. A total of 731, with 211 (28.9%) Sports High Schools, 185 (25.3%) Science High Schools, 163 (22.3%) Anatolian High Schools, 172 (23.5%) Vocational High Schools, which accepted students with a special talent exam. forms. In the study, in which the general screening method was used for volunteer students, the “Social Emotional Learning Scale (SELS)” was used together with the personal information form for the students. As a result of the research, the social-emotional learning skill levels of Science High School, Anatolian High School, Sports High School and Vocational High School students with different academic achievement levels differed in the definition of social-emotional learning skill levels in the sub-dimensions of "Task", "Peer Relationships" and "Self-Control", SEL total score. Although there is a difference in academic achievement between the students of the Science High School and the students of the Sports High School, we can say that the social and emotional learning skills of the students studying at the Sports High School are similar to those of the Science High School, thanks to the regular training and the competitions they participate in.

This research aim is to it is the examination of the relationship between mindfulness, competitive state anxiety and track performance in athletes. In addition, another aim of the study is to examine the effects of mindfulness levels of athletes on competitive state anxiety and track performance. The study group was determined according to the convenience sampling method in the study, in which the survey model, one of the quantitative research methods, was used. The sample of the research consisted of 292 athletes. The data were collected with the Mindfulness Inventory For Sport, Competition State Anxiety Inventory-2 and track performance information. Before the analysis, the assumption of normality was checked and descriptive statistics were determined. Then, relational (Pearson) and comparative (MANOVA and ANOVA) inferential statistical tests were performed. In athletes, there is a negative aspect weak level between mindfulness with cognitive anxiety and physical anxiety. In addition, positive aspect weak level between mindfulness; track performance and a positive moderate significant relationship was found between mindfulness and self-confidence. Athletes with high levels of mindfulness experienced significantly lower levels of physical anxiety and felt higher levels of self-confidence. Again, it was found that athletes with a high level of conscious awareness had a significantly higher level of track performance. With the high level of mindfulness of the athletes, their self-confidence can increase and their physical anxiety can decrease. Similarly, high mindfulness can increase the performance of athletes.

The aim of this study is to examine the curriculum literacy levels of teachers working in public secondary schools in Kayseri in terms of some variables. In this study, a mixed method, in which qualitative and quantitative research designs are considered together, was used. In the quantitative part of the study, the survey model was preferred, and 504 teachers were reached by using the simple random sampling method. In the quantitative part of the study, the data were collected with the "Curriculum Literacy Scale". In the qualitative part of the research, the case study design was used; data were collected through semi-structured interviews with 21 teachers who participated in the quantitative data collection process. According to the quantitative results of the study, it was concluded that secondary school teachers' perceptions of curriculum literacy level were high and that all teachers were highly curriculum literate regardless of their seniority. It was also identified that the school type variable had no effect on curriculum literacy and that there was no significant difference between the curriculum literacy levels of the teachers according to the branch variable. As for the qualitative result of the research, it was concluded that the knowledge levels of the teachers about the term “curriculum literacy” and 4 components of the curriculum (objectives, content, instructional methods and evaluation) were generally sufficient. Accordingly, it was seen that the qualitative results of the research supported the quantitative results.

We encounter many situations that require lifelong decision making. Decision making is that the individual prefers the most suitable one from different options. Individuals shape their own future in line with their decisions. Decisions taken not only produce personal results for the individual but also cause social consequences. Therefore, decision making is important in terms of affecting both individual and social life. Decision making is a gradual process that is affected by many individual and environmental factors. It is very important for decision makers to recognize the steps of this process and consider the variables that affect the decision making process. The fact that individuals make forward-looking, positive and personalized decisions is largely related to decision-making processes. The proliferation of options in every field in today's world makes it difficult to make the right decision. Depending on the development and change experienced, individuals need to manage the decision making process well, know what factors have an impact on the decisions, make timely decisions and think rationally about the options. In this study, recent studies that stand out in the literature on decision-making processes and the factors affecting decisions are examined and it is emphasized how more effective and better decisions can be made in this direction.