The purpose of the present study was to adapt the Mathematics Anxiety Rating Scale (Richardson & Suinn, 1972) into Turkish by first doing the translation of its items and then the preliminary psychometric investigation of the Turkish form. The study included four different samples: 30 bilingual language experts, 63 Turkish language experts, 40 mathematics experts, and 100 college students. After each item was carefully translated into Turkish, the accuracy of the translation was investigated. Next, the Turkish form was studied in terms of understandability. In order to study, the Turkish form's preliminary properties, the scale was administered to 100 Turkish college students. Results showed evidence for language validity, content validity, and concurrent validity. In addition, the Turkish form's items were found to have high internal consistency and split-half reliability scores. Results were discussed in relation to previous mathematics anxiety literature.

This study investigated the validity and reliability of the Turkish version of the Thinking Styles Inventory (Sternberg & Wagner, 1992) within the framework of Sternberg's (1988) theory of mental self-government. The inventory was administered to 402 prospective teachers who were enrolled in English, Mathematics, and Science Teaching Programs at Yildiz Technical University, in Istanbul, Turkey. The prospective teachers were from various universities such as Istanbul ( 24%), Bogazici (19%), Yildiz Technical (19%), Fatih (19%), and other (19%). Pearson product moment correlation coefficients between the Turkish and English versions of the inventory ranged from, 0.40 to 0.99, with the exception of items 4 and 73, which indicated acceptable reliability. All the correlation coefficients were significant at 0.01 level. The results of factor analysis for construct validity of the inventory addressed 13 subscales under the five dimensional constructs with 70 items. The total internal consistency of the scale's items was 0.89. Findings demonstrated that the subscales had internal consistency and item-total correlations ranged from 0.37 to 0.88. Test- retest reliability scores for the subscales ranged between 0.63 and 0.78. The results were discussed in terms of the validity and reliability of the Turkish version.

The purpose of this study is to develop evaluation tools of which basic features theoretically situated in the literature and to combine those tools under a model framework. The study was conducted under three phases; (1) the preparation and validityreliability studies of a science teacher assessment scale for students (2) developing a science teacher observation scale (STOS) for school administrators, (3) preparing a science teacher activity form. Interviews and DELPHI technique were used during these studies. SPSS program was used for the statistical analyses. From the data analyses, a science teacher assessment scale including, 55 items with .90 reliability score, the science teacher observation scale and an activity assessment form were developed. It is suggested that using the assessment tools effectively, a comittee should conduct performance assessment tools.

In this study, concept cartoon approach is introduced as a teaching and learning approach, which took account of constructivist views on learning in science. Also, a number of concept cartoons were created and used in various primary science classes in an attempt to find out the potential benefits of teaching via concept cartoons. First, a number of case studies were conducted in different primary science classes (4th and 5th grades) to study concept cartoons' effectiveness. Students' ideas were determined both individually via written probes and during classroom interactions. The results of the case studies indicated that the concept cartoons were effective for finding out students' ideas without being affected by the ideas of others. Secondly, a number of case studies were conducted to determine the effectiveness of concept cartoon teaching. Results showed that concept cartoon teaching was effective in creating focused discussions where reasoning behind students' misconceptions could be uncovered, especially via teachers' thought-provoking questions. It was also found that the method was effective in providing a purpose for investigation as long as the context lies itself for an investigation. Lastly, two experiments were designed to answer the question of how effective concept cartoon teaching for remedying students' misconceptions was. For this reason, students' ideas were determined before and after the teaching. The results of these experiments indicated that teaching via concept cartoons was effective in remedying the misconceptions. It needs to be emphasized that the success of teaching does not only stem from the concept cartoons itself as a teaching material but it also stems from the quality of classroom interactions during the discussion and investigation phases of the teaching.

Muslim and Arab Americans, and any other who looked like them experienced several verbal and physical attacks in various places in the USA after the September 11 tragic event, even though they, like other Americans, also lost their several relatives and friends. However, they were hurt again when they suffered anti-Muslim backlash in the ensuing days. Concerned that the mounting backlash would further reinforce pernicious stereotypes of Muslims in America, especially among schoolaged children, a team of educators at Columbia University, Teachers College designed a special curriculum called (Re)embracing Diversity in New York City Public Schools: Educational Outreach for Muslim Sensitivity from the perspective of peace education for the public schools of New York City, under the supervision of Muslims in New York City Project at Columbia University in 2001-2002. The curriculum obtained the endorsement and support of the New York City Board of Education, and complied learning standards set by the New York State Board Regents. This article, in brief, analyzes the text and the context of the curriculum, as it delves into constraints and flexibilities of the program. The curriculum, first of all, aimed to foster “dialogue and process” rather than “dialogue and product,” believing that this approach would effectively promote positive changes in students' attitudes and behavior vis-a-vis the backlash. The program was also designed as learner-centered in a manner that students could engage in activities that foster problem solving, critical reflection, and collaborative learning.

When the studies carried out about the areas of knowledge that a teacher should have are examined, three categories are found as: “content knowledge”, “pedagogical knowledge”, and “general cultural knowledge” in our country. But in the recent years, a forth knowledge area called the “pedagogical content (PCK)” which is as significant as the other three knowledge areas is introduced and the courses have been started for the acquisition of this knowledge in teacher training programs. In this study, first, the emergence of the PCK and the definitions made by various researchers are presented. Second, the elements of the PCK and the development models are explained. Third, the samples of the studies conducted on the PCK in the literature are reviewed. Finally, suggestions are made about how to develop pre- service and in-service teachers' PCK and to keep the continuity of this knowledge.

The purpose of this study is to determine the levels of congruence between the personal values and the perceptions related to the organizational values of principals and teachers working at primary schools. The population of this descriptive research consisted of the principals and teachers working at central primary schools in Erzincan. In the 2002-2003 academic year, 66 principals/assistant principals and 541 teachers were working at central primary schools in Erzincan. The sample wasn't taken because the research conducted on study population. In the research, 24 value dimensions (McDonald & Gandz, 1991) were used. The data were analyzed by using Spearman correlation method. According to the results of the study, congruence was found between personal values and the perceptions related to organizational values among the principals and teachers in relation to value dimensions of creativity, adaptability, cautiousness, social equality, autonomy, courtesy, humor, logic, aggressiveness, initiative, development, diligence, orderliness, consideration, experimentation, forgiveness, moral integrity, fairness, openness, and broad-mindedness. Incongruence was found between personal values and the perceptions related to organizational values among the principals in relation to value dimensions of cooperation and economy. Incongruence was found between personal values and the perceptions related to organizational values among the teachers in relation to value dimensions of formality and obedience.

This study investigated university students' perceptions about family functioning in terms of the sources of problems in their daily lives, their behaviors related to these problems, and the people with whom they share their problems. Data were collected from 1745 (846 female and 893 male) students by using the Family Assessment Device (FAD) and a questionnaire. It is found that female students scored higher on the FAD than male students and that, the students who perceive their family functioning as unhealthy have problems with their family members, with friends from the opposite gender, with their boy/girl friends, with their sexual life, and with their academic and economic restrictions. The students' perceptions differed in terms of the behavior they display when they face with a problem.