The present study aimed to evaluate two doctoral level courses that are offered in Ege University. The study employed both quantitative and qualitative methods. Achievement tests and attitude scales were administered to the students in a one group pretest-posttest design. In terms of gender, 61% of the students were females and 39% were males. Semi-structured interviews were carried out with lecturers and selected students. Results showed that there were significant differences in achievement and attitude scores between the beginning and end of the semester. The students were satisfied with the lecturers in terms of instructional & communicational skills. However, they were not satisfied in terms of presentations and exams. Besides, they preferred the courses to be elective and mentioned that the courses should have been started at the beginning of the graduate programs, especially for research assistants and lecturers. Although the excessive course contents and the insufficiency of time were the areas of compliance among the lecturers, they considered that the courses reached their objectives in general.

The present study aims to determine the relationships between separation anxiety, learned resourcefulness, state and trait anxiety, and psychological symptoms among college students. The sample of the study consisted of 315 university students [243 female (%77.10) and 72 male (%22.90), mean age = 20.59] who were attending to Anadolu University in the 2003-2004 academic year. The Separation Anxiety Symptom Scale (Ceyhan, 2000), the Rosenbaum's Self Control Schedule (Dağ, 1991), the Spielberger State-Trait Anxiety Inventory (Öner & Le Compte, 1983), and the Derogatis Brief Symptom Inventory (fiahin & Durak, 1994) were used to collect the data. Pearson-product moment correlation and regression analyses were used in the analysis of the data. Findings showed that separation anxiety was a significant predictor of learned resourcefulness. Moreover, the findings indicated that separation anxiety was a significant predictor of state, trait anxiety, and psychological symptom levels. These findings have pointed out that the intensity of the separation anxiety symptoms may be an important factor for behaviors in adulthood.

Mathematics is usually seen as a value-free field. This is the primary reason for the lack of values studies in mathematics education. However mathematics is related to various values and that must be seriously considered from this perspective. Values are taught implicitly rather than explicitly in mathematics classes compared to other fields. A similar trend can be found in mathematics textbooks. That is, mathematics textbooks also convey various values. Thus, the presence of educational and mathematical values in the 9th, 10th and 11th Turkish high school mathematics textbooks was investigated in this paper. For this purpose, 12 textbooks were randomly chosen and were analyzed by semantic content analysis. Results showed that rationalism, control, and openness are emphasized more than complementary value pairs in the 9th, 10th and 11th grade mathematics textbooks. Similarly, it has also been fixed that formalistic view, theoretical knowledge; instrumental learning/ understanding, accessibility, and evaluation are conveyed more than complementary value pairs in the 9th, 10th and 11th grade mathematics textbooks.

The aim of this research is to determine whether Trait Anger (T-Anger) and anger subscales of adolescents living in youth homes significantly differentiate with respect to some variables. The universe of the research consists of male and female adolescents who are under protection and living in youth homes in Konya. A total of 211 (% 55.9 of females and % 44.1 of males) adolescents made up the sample (Mean age = 15.11; SD = 2.16). Results showed that T-Anger levels and average anger subscale scores do not significantly differentiate in terms of gender (p >.05). Results also showed that Anger/Out subscale scores significantly differentiate in terms of birthplace (p < .05); that T-Anger and anger subscale scores do not significantly differentiate in terms of parents' divorce (p > .05). It is also found that T-Anger and Anger/Out scores of the adolescents living in youth homes significantly differentiate in terms of time-spent at youth home (p < .01).

The purpose of this study is to investigate the views of prospective elementary school teachers on the portfolios that they prepared in Life Sciences and Social Studies Teaching I classes. The study is a qualitative research based on semi-structured interviews. Eighteen students (13 female & 5 male) took part in the study. Participants were selected among volunteers based on maximum variety sampling. The data were analyzed inductively and five themes were formed. The themes drawn from the findings are prospective teachers' views on: i) portfolio preparation experience, ii) the materials produced in portfolio study; iii) the problems that they faced in preparing portfolios, iv) the comparison between the traditional assessment and portfolio assessment, and finally, v) the contribution of portfolio study to their professional development. The results revealed that the prospective teachers felt panic in the begining because they had never prepared any portfolio before. However, they enjoyed the experience once they got comfortable with it. The students' problems differed in their best materials, materials they coerced, materials that they learned new things with and the things they enjoyed during the portfolio process. Prospective teachers express that portfolio assessment results better than the traditional assessment techniques. They regard portfolio study as an important experience for their professional development.

This research study is designed to identify the 8th graders' understandings about “science”, “scientist” and “the scientific process.” It consisted of 26 (15 females, 11 males) elementary school students who were randomly selected from an elementary school in Istanbul. This was a qualitative research in nature for several reasons. First, the nature of research questions posed guided the researchers to focus on specific situations or people. It also required the researchers to put emphasis on words rather than numbers. Because of the lack of predetermined categories of analysis, the research is more in-depth, open, and detailed. The data collected throughout the research shaped the analysis of the data and the rest of the research. Findings reveal that participants hold traditional views about science, scientist, and the scientific process.

The aim of the study was to assess the relationship between learning styles and problem solving skills of students of Atatürk Faculty of Education. This research was conducted on 330 senior students during the semesters of 2002-2003 academic year. To collect the data, the Learning Style Inventory (LSI; Kolb, 1984) and the Problem Solving Inventory (PSI; Heppner & Peterson, 1978) were used. The findings indicate that learning styles differed with respect to the students' subject matters in high school and the types of university entrance exam scores. Students who graduated from the programs of Science and Turkish-Mathematics were assimilated converging learning style more than students who graduated from social sciences programs. Students who graduated from the programs of social sciences were assimilated accommodating learning styles more than the students of the other programs. Students who entered to universities based on their ability examination, social science, or foreign language scores preferred accommodating style; students who entered to university based on science scores preferred converging learning style. It was found that there was no relationship between students' learning style types and their problem-solving skills. On the other hand, it was found that problem-solving skills had a positive relationship with reflective-observation learning style and a negative relationship with abstract conceptualization learning style.