In the post-pandemic era, the importance of Social-Emotional Learning (SEL) has become increasingly crucial as students navigate the emotional and psychological challenges brought on by disrupted learning and social isolation. This study explores the relationship between SEL and motivation, focusing on intrinsic motivation, extrinsic motivation, and self-efficacy for learning and aims to assess the levels of SEL competencies and motivation in Grade 4 to Grade 6 learners (N = 107) in private schools in the Philippines. Using the Motivational Learning Style Questionnaire (NCRIPTAL, 1991; ????≥0.93) and the Social and Emotional Competence Questionnaire (Zhou & Ee, 2012; ????≥0.80) data was collected and analyzed using a descriptive correlation design, revealing that most participants exhibit average SEL competency. In terms of motivation, majority of learners demonstrate high levels of intrinsic motivation, extrinsic motivation, and self-efficacy for learning and performance. The findings highlight a moderate positive correlation between SEL and intrinsic motivation (r(105) = .42, p < .001), as well as a weak positive correlation between SEL and extrinsic motivation (r(105) = .23, p < .05). Moreover, a strong positive correlation (r(105) = .61, p < .001) was found between SEL and Self-Efficacy for Learning and Performance. These results suggest that SEL skills play a critical role in enhancing learners’ motivation and education engagement. Consequently, schools are encouraged to integrate SEL development into their curricula to foster increased motivation and interest in learning. Additionally, teachers are urged to adopt effective strategies for incorporating SEL into their teaching practices to support student growth in both emotional and motivational aspects of learning.

This study aimed to develop strategies for school administration toward becoming innovative schools using a mixed-methods approach. The research was conducted in two phases. In Phase 1 examined the current and desired conditions, as well as approaches to innovative school administration. The sample included 395 school principals under the Office of the Basic Education Commission, selected using Taro Yamane’s formula and stratified random sampling. In-depth interviews were also conducted with experts from three model schools chosen through purposive sampling. Phase 2 involved developing the strategies through focus group discussions with 11 experts from higher education institutions and schools. Data analysis employed descriptive statistics, including percentage, mean, standard deviation, and the modified Priority Needs Index (PNImodified). Findings showed that the overall current conditions were at a high level, while the desired conditions were at the highest level, with a PNImodified value of 0.335. Six strategic components were identified: (1) establishing a challenging vision, (2) empowering innovation teams, (3) promoting sustainable innovation, (4) enhancing organizational management efficiency, (5) strengthening innovation-driven leadership, and (6) advancing digital technology quality. The overall evaluation indicated that the strategies were highly appropriate, feasible, and beneficial.

This article examines how fundamental British values (FBVs), as part of Early Years Foundation Stage (EYFS) statutory framework, are interpreted and enacted in early years practice through qualitative case study conducted in a nursery setting in south west London, United Kingdom. Using semi-structured interviews, non-participant observations and document analysis, we distinguish values-in-policy from values-in-practice and highlight bounded participation to describe how children’s agency is shaped by adult set frames. Data were analysed through qualitative content analysis to identify patterns and themes in how practitioners interpret and enact FBVs. With the findings of this research, we show that the early years practitioners pragmatically decentre the British signifier, as well as align enactment with inclusive relational norms, and often proceduralise democracy, the rule of law and individual liberty (three of the four fundamental British values) via routines of choice, turn-taking and rule following. The study foregrounds interpretive labour required under thin phase specific guidance, and argues for inspection and teacher education that prioritise educative exemplification over visibility metrics. Conceptually, the article offers an early years vocabulary for analysing security-framed value agendas; practically, the study identifies levers for strengthening guidance and professional learning while also avoiding the assimilationist drift of narrow national identity claims, while also underlining the importance of practitioner reflexivity, pedagogical creativity, and situated professional judgment in navigating value-laden expectations.

The aim of the study is to investigate the impact of out-of-school learning environments on students' academic achievement and attitudes towards cultural heritage in the 4th grade Social Studies course, as well as to explore students' opinions regarding out-of-school learning. The study employs a mixed-methods research approach, utilizing a quasi-experimental design with a pre-test and post-test control group for the quantitative component. In the study, the learning objectives related to the "Culture and Heritage" topics were delivered through out-of-school learning environments for the experimental group, whereas the control group followed the existing curriculum-based instructional process. The participants of the study consist of 56 fourth-grade students enrolled in a public school in the central district of Gaziantep province during the 2023-2024 academic year. The data collection instruments used in the study include the Academic Achievement Test, the Tangible, cultural Heritage Attitude Scale, and a Semi-Structured Interview Form. Data analysis was conducted using the Independent Samples t-Test, Paired Samples t-Test, and content analysis. According to the research findings, the Culture and Heritage education conducted in out-of-school learning environments in the experimental group was more effective in improving students' academic achievement and attitudes toward tangible cultural heritage compared to the existing curriculum. Students reported that they did not encounter any problems during the field trips conducted within the framework of out-of-school learning and expressed a desire to participate in such trips again. Furthermore, students stated that museum visits were more enjoyable, lasting, and realistic compared to in-class activities. In this context, it is recommended that teachers increase the use of out-of-school learning activities for teaching culture and heritage, administrators support such activities, and researchers investigate the effectiveness of out-of-school learning in different contexts.

The aim of this study is to examine the effect of Floortime therapy on social communication skills in children with Autism Spectrum Disorder (ASD). The research was conducted using a quasi-experimental pretest-posttest control group design. Two groups were formed through random assignment: an experimental group and a control group. The experimental group received "Floortime Therapy," whereas no experimental intervention was applied to the control group. Data were collected from both groups before and after the intervention using the "ABC Checklist" and the "Social Communication Checklist." The intervention process was planned over a total of five months, with sessions held twice a week, each lasting 40 minutes. Descriptive analyses, Mann-Whitney U test, and Wilcoxon signed-rank test were used for data analysis. The results of the study indicate that Floortime therapy led to significant positive developments in reducing autism-related behaviors in children with ASD when compared to the control group. Moreover, Floortime therapy contributed to improvements in social communication and related skills. Based on these findings, recommendations have been provided for educators, families, educational policymakers, and researchers.

Sayı hissi, çocukların erken matematiksel düşünme becerilerinin temelini oluşturmakta ve ileriki akademik başarılarını önemli ölçüde etkilemektedir. Bu çalışma, okul öncesi dönemde sayı hissi (number sense) alanında yapılan bilimsel yayınları bibliyometrik yöntemle inceleyerek, alanın gelişimsel eğilimlerini ortaya koymayı amaçlamaktadır. Web of Science (WoS) veri tabanında “number sense” ile birlikte okul öncesine ilişkin terimlerin (“preschool”, “pre-k”, “early childhood”, “pre-school”, “kindergarten”, “pre-kindergarten” ve “nursery school”) başlık, özet ve anahtar kelime alanlarında taranmasıyla elde edilen 345 çalışma analiz kapsamına alınmıştır. 1999-2025 yılları arasındaki yayınları kapsayan çalışma, VOSviewer yazılımı aracılığıyla anahtar kelime eşleşmeleri, ortak atıf ve yazar iş birliği gibi parametreler üzerinden değerlendirilmiştir. Elde edilen bulgular, sayı hissi araştırmalarının erken dönemlerde daha çok çevresel ve gelişimsel faktörlere odaklandığını; zamanla bilişsel ve dilsel süreçlere yöneldiğini göstermektedir. Türkiye'de özellikle 2020 sonrası bu alandaki bilimsel üretimin arttığı ve okul öncesi döneme yönelik çalışmaların daha görünür hâle geldiği saptanmıştır. Sonuç olarak, sayı hissi çok boyutlu bir beceri olarak değerlendirilmekte ve bu alandaki gelecek araştırmaların hem kuramsal hem de uygulamalı bağlamda daha etkili tasarımlar içermesi önerilmektedir.

Bu çalışmada 2018 Fen Bilimleri Programı ve 2024 Fen Bilimleri Programının karşılaştırılması yapılmıştır. Çalışmada nitel araştırma yöntemlerinden biri olan doküman analizi yöntemi kullanılmıştır. Doküman olarak 2018 Fen Bilimleri Öğretim Programı ile 2024 Fen Bilimleri Öğretim Programı kullanılmıştır. Programların yapısı karşılaştırılırken önce içindekiler ardından her sınıf düzeyine ait bilgiler karşılaştırılmıştır. 2018 Fen Bilimleri Öğretim Programında her sınıf düzeyine ait toplam kazanım sayılarının, 2024 Fen Bilimleri Öğretim Programındaki her sınıf düzeyine ait toplam öğrenme çıktı sayısına göre daha fazla olduğu, ünitelere göre belirlenen ders saatlerinin kimilerinde azaldığı, kimilerinde arttığı, ünite adlarının kimilerinde değişip kimilerinde aynı kaldığı gözlenirken, en çok dikkat çeken durumun 2024 Fen Bilimleri Öğretim Programında 3 ve 4. Sınıf düzeylerindeki ilk ünitelerin sırasıyla “Bilimsel Keşif Yolculuğu” ve “Bilime Yolculuk” olduğu bununla birlikte 4. Sınıftan itibaren her sınıf düzeyinin son ünite adının sırasıyla “Sürdürülebilir Şehirler ve Topluluklar”, “Sürdürülebilir Yaşam ve Geri Dönüşüm”, “Sürdürülebilir Yaşam ve Etkileşim”, “Sürdürülebilir Yaşam ve Enerji” olması dikkat çekmektedir. Bu durum programın amaçlarında belirtilen öğrenci yetiştirme kriterleriyle örtüşmekte olduğunu göstermekte ve programın amacına uyabilen öğrenci profilinin yetiştirilmesine olanak sağlayacağı belirlenmiştir. 2024 Fen Bilimleri Öğretim Programı’nın 2018 Fen Bilimleri Öğretim Programına göre programın daha açıklayıcı, daha anlaşılır, öğretmenlerin daha kolaylıkla kullanabileceği, öğrencilerin daha çok verim alabileceği düşüncesini olumlu karşıladığı belirlenmiştir.

Bu, araştırmanın amacı, 2013–2024 yılları arasında Türkiye’de otizmli çocuklar için hazırlanan oyun temelli tez çalışmalarını; konu başlıkları, danışman dağılımları, araştırma yöntemleri, örneklem grupları ve kullanılan veri toplama araçları gibi açılardan inceleyerek literatüre katkı sunmaktır. . Çalışma, doküman analizi yöntemiyle yürütülmüş ve Yükseköğretim Kurulu Ulusal Tez Merkezi’nde erişime açık olan 27 tez incelenmiştir. Tezler, Yükseköğretim Kurulu Ulusal Tez Merkezi’nde yer alan tezler arasından “otizm” ve “oyun” anahtar kelimeleriyle yapılan tarama sonucunda belirlenmiş ve 2014–2024 yılları arasında tam metnine erişilebilen çalışmalar dahil edilmiştir. Tezler; yazar ve danışman cinsiyeti, bilim dalları, araştırma yöntem ve modelleri, geçerlik-güvenirlik durumları, çalışılan konular, teknoloji kullanımı ve eğitim düzeyleri açısından analiz edilmiştir. Bulgulara göre tezlerin büyük çoğunluğu kadın araştırmacılar tarafından hazırlanmış ve eğitim bilimleri alanında yoğunlaşmıştır. En sık kullanılan araştırma modeli tek denekli desen olurken, karma yöntem tercih edilme sıklığı bakımından öne çıkmıştır. Çalışmaların önemli bir kısmında oyun becerileri ve sosyal etkileşim konuları ele alınmıştır. Ayrıca, tezlerin üçte birinde teknoloji destekli araçlara yer verilmiştir. Elde edilen bulgular, otizmli bireylerle yapılan oyun temelli müdahalelere yönelik akademik ilginin arttığını ve bu alandaki çalışmalarda belirli tematik ve yöntemsel eğilimlerin oluştuğunu göstermektedir.

Just as educational curricula are expected to possess certain qualities such as suitability for their purpose in theoretical and practical terms, scientific grounding, cost-effectiveness, functionality, and applicability, certain criteria must also be considered from the perspective of curriculum evaluation. The primary aim of curriculum evaluation in education is to obtain feedback regarding the deficiencies or erroneous aspects of a curriculum that is under development or in use, and to make the necessary revisions in the curriculum based on this feedback. For the evaluation of an educational curriculum, the degree to which the curriculum achieves its objectives must be measured, and the measurement results must be compared with various criteria. The criteria used in evaluation, as well as the priority order of these criteria, may vary depending on variables such as the type and purpose of the curriculum and the instructional level at which it is implemented. In this context, the question “What are the criteria used in the evaluation of an educational curriculum?” comes to the forefront. No study has been found in the literature that addresses as a whole the criteria used in curriculum evaluation and the general characteristics of these criteria. Conducted within the framework of a qualitative research approach through a review of the literature and functioning as a compilation study, the present research aims to identify the criteria used in the evaluation of educational curricula and to explain the general characteristics of these criteria. Within the scope of the study, it was determined that the criteria used in the evaluation of educational curricula include curriculum evaluation approaches, curriculum evaluation models, objectives, competencies, standards, accreditation, learning outcomes, examinations, 21st-century skills, literacy, and development/advancement, and the general characteristics of these criteria were explained. The results obtained are expected to guide stakeholders of the education system, particularly those involved in curriculum development and evaluation studies, and to contribute to the related literature.

Bu araştırmanın amacı, biyoloji dersinin temel ve zorlu konularından biri olan enzimler konusunda, kavram haritalarının alternatif bir değerlendirme aracı olarak kullanılabilirliğini ve öğrencilerin kavramsal anlamalarındaki gelişime katkısını incelemektir. Araştırmada, ön-test son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma grubu, 2024-2025 eğitim-öğretim yılında biyoloji dersi alan toplam 82 üniversite 1. sınıf eczane hizmetleri bölümü öğrencilerinden oluşmaktadır. Bu öğrencilerden 42’si deney (15 erkek, 27 kız), 40’ı ise kontrol grubunu (12 erkek, 28 kız), oluşturmuştur. Örneklem seçiminde uygun örnekleme yöntemi kullanılmıştır. Deney grubunda dersler, mevcut öğretim programına uygun öğretim yöntemlerine ek olarak kavram haritaları kullanılarak işlenmiştir. Kontrol grubunda ise aynı konu mevcut programa uygun öğretim yöntemleriyle işlenmiştir. Veri toplama aracı olarak enzimler konusuna yönelik kavram haritaları kullanılmıştır. Kullanılan kavram haritalarının bir bölümü ilgili literatürden yararlanılarak, bir bölümü ise araştırmacılar tarafından VUE (Visual Understanding Environment) kavram haritalama programı aracılığıyla özgün olarak geliştirilmiştir. Araştırmadan elde edilen veriler, Mann Withney U testi ve Wilcoxon işaretli sıralar testi kullanılarak analiz edilmiştir. Elde edilen sonuçlar, kavram haritalarının öğrencilerin kavramsal anlamalarını güçlendirmede katkı sağladığını ortaya koymuştur.

Bu araştırmada öğretmenlerin başarılı öğrenci algıları ve öğrenci başarısında öğretmen sorumluluklarına ilişkin görüşlerinin tespit edilmesi amaçlanmıştır. Araştırmada nitel araştırma desenlerinden fenomenoloji deseni (olgu bilim) kullanılmıştır. Araştırmanın çalışma grubunu 16 öğretmen oluşturmuştur. Veriler araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formuyla toplanmış ve içerik analizi kullanılarak çözümlenmiştir. Araştırma sonucuna göre öğretmenler başarılı öğrenciyi yalnızca akademik performans açısından değil, aynı zamanda; problem çözme becerisi yüksek, öz benliğinin farkında, çalışkan, hedef belirleyen, öz denetimi güçlü, sorumluluk sahibi, fedakârlık yapan, sosyal becerilere sahip, çok yönlü gelişim gösteren, öğrenmeye açık ve hedef odaklı bireyler olarak algılamışlardır. Araştırmada sonucuna göre öğrenci başarısında öğretmenlerin; öğrenci takibi yapma, rehberlik etme, öğrencinin bireysel özelliklerini keşfetme, paydaşlarla iletişim yapma, öğrenciye ilham verme, hedef belirlemede yardımcı olma, bireysel öğrenme yapma, öğrencinin potansiyelini açığa çıkartma, öğrencinin gelişimi destekleme sorumlulukları bulunduğu tespit edilmiştir. Ayrıca araştırmada öğretmenler, öğrencilere başarılı olmaları için kendini motive etmeli, meraklı olmalı, istekli olmalı, düzenli kitap okumalı, hayal kurmalı, hedef belirlemeli, kendi ilgisini farkında olmalı, sorumluluk sahibi olmalı, zamanı yönetmeli, ne istediğini bilmeli, düzenli tekrar yapmalı önerilerinde bulunmuştur.

Mathematical creativity is the ability to produce new and original mathematical work. It involves students' ability to develop new ideas using acceptable mathematical patterns and models. It also includes their ability to find original solutions, apply principles in different contexts, and develop multiple solution strategies. The primary purpose of this study is to examine the mathematical creativity and mathematical achievement of middle school students. The examination will be in terms of individual factors such as gender and grade level, and environmental factors such as family education and economic status. The study, which uses correlational research design, a quantitative research method, comprised 5th, 6th, 7th, and 8th-grade students (209 boys, 189 girls) selected using cluster sampling from three schools with different socio-economic levels in the Eastern Anatolia Region. Data were collected using the Mathematical Productivity Test and Achievement Tests. Correlation Analysis and Independent Samples, Single Factor Multivariate Analysis of Variance (MANOVA) were used in data analysis. The study revealed a positive, moderately significant relationship between students' mathematical creativity and achievement. Female students' mathematical creativity levels were found to be significantly higher than male students', although the effect size of this difference was low. In contrast, no significant gender difference was found in terms of mathematical achievement. It was determined that grade level did not affect mathematical creativity, but fifth-grade students' mathematical achievement was significantly higher than that of other grade levels. Finally, it was concluded that as both the educational and economic levels of a family increase, students' mathematical creativity and achievement also increase significantly. Supportive educational practices are recommended for students from low-socioeconomic families, encouraging them to take responsibility for their learning, generate innovative solutions, and develop their mathematical creativity skills.

The aim of this study is to examine the effect of the technology-enhanced flipped classroom (TEFC) model, applied to the experimental group, on the academic achievement of 7th-grade students in the "Zoology" unit of the biology course, compared to the traditional teaching method used in the control group. The research was designed using a quasi-experimental pretest-posttest control group model, which is a type of experimental design. The study group consists of 51 students attending the 7th grade at a state school in Azerbaijan during the 2023-2024 academic year. In the study, the TEFC model was implemented in the experimental group, while the traditional teaching model was used in the control group. The experimental procedure lasted for a total of 8 weeks. As a data collection tool, the Zoology Achievement Test (ZAT) was administered to both groups as a pretest and posttest. For data analysis, the Mann-Whitney U test and the Wilcoxon signed-rank test were employed. According to the findings of the study, there was no statistically significant difference between the pretest scores of the experimental and control groups. However, a significant difference in favor of the experimental group was found in the posttest ZAT scores between the experimental group (which received the TEFC model) and the control group (which received the traditional model). Furthermore, in both the experimental and control groups, posttest scores significantly increased compared to pretest scores. These results suggest that the flipped classroom model is more effective than traditional methods in enhancing academic achievement in 7th-grade biology lessons on zoology topics. In this context, it is recommended that future researchers include variables such as motivation, higher-order thinking skills, and affective outcomes in their studies. Additionally, teachers are encouraged to use the flipped classroom model effectively in their classrooms.

It is well known that the teaching profession is a sacred and responsible profession. In today's world, the teaching profession is considered as a multi-sectoral and multidimensional process. In the education and training process, the teacher ensures the development of thought in students by using new pedagogical technologies. Of course, the main factors that improve education are the competence and skills of the teacher. Every teacher should love their profession and be able to penetrate the inner world of children. He is a teacher, educator and teacher. A teacher works hard to educate and develop the younger generation in the process of professional effectiveness. A teacher must be fair, logical and consistent. A teacher must be honest, disciplined, enterprising, hardworking, and not abuse their professional duties and authority. A teacher should be able to use the acquired knowledge and skills correctly and transfer them effectively to students. “The formation of a modern teacher’s personality, their comprehensive development, and their support for the younger generation constitute one of the most pressing issues of our time. Every teacher must strengthen their professional reputation and preserve their honor and dignity. A teacher is someone who chooses the most demanding, challenging, and difficult path. A teacher, who holds a sacred profession, is distinguished by loyalty, patience, knowledge, spiritual depth, and dedication. The future belongs to the youth, and that future is shaped by teachers. The teacher’s noble, honorable, and sacred craft earns them respect at all times and in all places; for every teacher is not only an excellent practitioner of their profession but also the architect and builder of their students’ spiritual world.