The quality of communication between a teacher and a student is one of the major factors that affects the efficiency of teaching-learning activities. In this research, the perceptions of student-teachers and their instructors at Marmara University, Atatürk Faculty of Education, have been comparatively investigated in terms of ideal/actual faculty- teacher and student. The sample consisted of 312 student-teachers and 33 faculty- teachers. The research was theoretically based on Transactional Analysis, a theory that explains human behavior and communication with three ego states as Child, Adult and Parent. The data from the faculty-teachers and student- teachers were collected by The Ego State Inventory developed by Arı (1989) and included perceptions toward each other, ideal /actual faculty-teacher and student. The major findings were as follows: The perceptions of student / faculty- teachers showed similarities regarding ideal faculty- teacher and student. Faculty teacher perceived actual students higher in Child ego state whereas student-teachers perceived actual faculty- teacher higher in Parent ego state. Findings were discussed in relation to Transactional Analysis and their educational consequences.

This study focused on determining the level of institutionalization of the restructuring at a Faculty of Education. In order to determine the results and qualitative indicators of restructuring efforts instituted by the Higher Education Governing Board of Turkey (YÖK) in 1998, the study was based on the views of nine faculty members at a faculty of education. The conceptual framework provided by the New Institutional Theorizing was used. The conceptual tools included in the study were coercive institutional pressures, normative institutional pressures, and cognitive institutional pressures. Qualitative research methodology was used as the method of the study. Seven semi- structured questions were asked to faculty members regarding the change that has taken place in the faculties of education in Turkey. The findings indicate that although the restructuring caused some organizational issues, faculty members generally found the coercive changes useful. Faculty members also pointed out the problems that arise from normative and cognitive institutionalization process.

This study aims to determine job satisfaction of primary school teachers who had their forma college degrees in the field other than education. The sample of the study consisted of 2222 elementary education teachers (1249 females and 973 males) from 21 provinces with major towns and villages in Turkey. Job satisfaction of the subjects was examined in terms of gender, age, seniority, settlement place, and college. The criteria for job satisfaction included wish of the teacher related to administrated politics, control, physical conditions, individual factors, interpersonal factors. and payment. Results showed that the subjects weren't satisfied with payment but they were satisfied in terms of interpersonal factors, individual factors, and control. Results are interpreted as that the satisfaction of primary school teachers with different educational background was low and the main reason for this is that fact that these people work in their related fields. They also have an inclination for changing their jobs. At the end of the research, alternative ways are suggested to solve this problem.

This research has two dimensions: (1) adaptation of the Matson Evaluation of Social Skills With Youngsters (MESSY) to Turkish and, (2) examination of the relationship between social skills, socio-economic status, gender, and age in 12-14 year-old children. The study was carried out on 526 secondary school students in Ankara. Reliability of MESSY was obtained by test-retest and Cronbach Alpha internal consistency methods; validity was determined by applying correlations with the Social Skills Scale and the Teacher Rating Form. In order to examine the relationships between social skills, socioeconomic status, gender and age, three separate two-way analysis of variance were applied. The results revealed that the MESSY was valid and reliable to determine 12-14 year- old children's social skills. The study showed that general social skills levels of children is significantly related to gender [F (1,524) = 5.13; p < .05]. Further, it was observed that while negative social behaviors are significantly related to age [F (2,523) = 3.62; p < .05], gender and socio-economic status have common effect on positive soci al behaviors [F (2,521) = 3.15; p < .05].

The goals of this study were to compare the learning styles of students registered in two primary schools in Bolu and Mardin and determine the relationship between their learning styles and successes. In determining the learning styles of the students, a questionnaire developed by Grasha was administered to students attending to primary schools in Bolu (n =157) and Mardin (n =83). Students' academic performances on Mathematics, Science, Social Studies, and Literature were assessed through their transcripts from the first semester of 2000-2003 academic year. Results showed that there was no significant (p < .01) difference between students' learning styles in two primary schools. Pearson moment correlation analyses showed that there was a significant correlation (r = .20, n = 240, p < .01) between learning styles and academic success. Findings and recommendations are discussed.

In this research, teacher candidate students' computer anxiety was investigated in terms of different variables. Research was carried out with the sample comprising students from all departments of an Educational Faculty. One Thousand Ninety One students took part in the study. Computer anxiety levels were measured by the Computer Anxiety Scale (CAS). Personal and personality characteristics and previous computer experiences were measured by a personal information form. t-test, one-way ANOVA, and regression analysis were used in the data analysis. Significance level was taken as .05 for all analysis. Results showed that mean and the range of students' CAS scores were 48.87 and 65.00, respectively. Significant relationship among teacher candidates' computer anxiety and some demographic characteristics, perceived trait characteristics, and computer experience were found. According to the regression analysis, computer adequacy was found to be the most important predictor of computer anxiety.

The main purpose of this research was to determine the effects of the active learning model on students' learning, teaching and communication processes. The research was carried out in a natural atmosphere employing both quantitative and qualitative research methods. The subjects were 34 teacher candidates from mathematics, physics and chemistry departments who were enrolled in the course of 'Instructional Planning and Evaluation' as a part of Master of Science program at Yıldız Technical University in Turkey. Interviews, observations, and questionnaires were used to collect the data. The data was analyzed by using quantitative and qualitative research techniques. The findings revealed that there was a positive effect of active learning atmosphere on students' learning, teaching, and communication processes.

The aim of this study was to determine the effects of the inserted questions into a scientific text within which theoretical knowledge is related to the context of real life on learning. The research was carried out with the students from the Department of Hair- Dressing of the Vocational High School for Girls. Administration of the materials was completed within 6 courses in two days. Each subject read the relevant material according to her group and then answered the achievement test as a post-test. Subjects have also answered a questionnaire regarding what their responses to the application were. According to results, there is no significant difference between the achievements of the subjects who read the scientific text supported with the inserted questions and subjects who read the text without inserted question.