An individual's activities are closely related with his/her communication abilities. One's awareness of his feelings and needs and to what extend he can control such feelings are the key factors which effect communication abilities. Webster (1996) defines anger as, “a strong emotion; a feeling that is oriented toward some real or supposed grievance.” Its synonyms are “rage, displeasure, wrath.” Adolescence is a very important period in one's life because it is when individuals start to have a place in the adult world, and when they create their own relation manners. The focus of this study is to create a version of a tool, which is originally developed in English and designed for a different culture. The current study adapted the scale to another culture in order to measure one of our fundamental feelings. The Adolescent Anger Rating Scale (AARS) is developed in 1994 by DeAnna McKinnie Burney in the United States of America. This article discusses and analyzes the AARS's reliability, validity and Turkish linguistic equivalence in detail. The AARS scores are reported for total anger score and three subscales measuring the aspects of the adolescent's typical anger response pattern as: Instrumental Anger, Reactive Anger, and Anger Control. A group of 569 adolescents from different backgrounds, aged between 13-23 years, participated in the study (Togan, 2006). The study provided significant statistical data for the Turkish version of the scale.

The purpose of the present study is to compare the sociometric status of low socioeconomic status elementary school students with and without special needs and investigate the effects of different variables (gender, age, physical appearance, social skills, behavior problems, and academic competence) on students' sociometric status. Elementary school students consisted of 96 with special needs and 1090 without special needs from grades 2, 3, 4, and, 5 participated in this study. Students were administrated peer rating and peer nomination sociometric measures to determine their sociometric status. Data related to the variables which influence students' sociometric status were collected from teachers by a Student Information Form, the Physical Appearance Rating Form and the Social Skills Rating System-Teacher Form. The results of the study showed that students with special needs are less frequently accepted and more rejected than their peers without special needs. For the group with special needs, academic competence, physical appearance, and behavior problems predicted social acceptance, while social rejection was predicted by behavior problems. For the group without special needs, academic competence, social skills, behavior problems, physical appearance, and gender predicted social acceptance. For the same group, social rejection was predicted by behavior problems, academic competence and physical appearance. It is expected that determining the variables that affect the social status of students with and without special needs may facilitate preparing and implementing the educational/intervention programs which are intended to increase social acceptance of students with special needs.

Turkey's candidacy for accession to the European Union (EU) dates back to many years and is still a current and highly disputed issue. This study was conducted to determine the opinions of students at Turkish and German universities on Turkey in relation to the European Union. Two hundred twenty six German students participated in the study from the departments of Turkish Translation and Interpretation and Asian Languages at the University of Bonn, Germany, and 270 Turkish students participated in the study from Ataturk Faculty of Education in Marmara University, Istanbul-Turkey. The research data were collected through a questionnaire created by Dartan, Nas, Akman, and Savran (2004). The questionnaire was prepared in both Turkish and German languages and consisted of 27 items. Five items of the questionnaire aimed at the collection of personal data and 17 items are responded with “yes, no, uncertain, no idea.” These items were categorized under four dimensions consisting of “Turkey's general structure, Turkey's economic and political situation, Turkey's foreign policy, and general opinions on Turkey's accession to the EU.” The other 5 items consisted of multiple or one choice questions, which investigated students' approach to the EU from different perspectives. According to the findings, responses given by two groups of students have been interpreted comparatively. According to the results of the study, Turkish students specified health issues, economic and political instabilities, and debates over secularism as the fundamental problems in accession of Turkey to the EU. Turkish students believe that Turkey's accession to the EU is a very long process and perhaps a process that would never end. German students had a more positive approach to Turkey's accession to the EU. However, students in Germany highlighted religion, population, and economic factors as the most important obstacles to the accession of Turkey to the EU. Furthermore, contrary to Turkish students, students in Germany believe that Turkey is ready to join the EU. Both groups confirm that Turkey is a secular and democratic country and that it provides a model for the other Islamic countries.

In this study, loneliness and global life satisfaction levels among high school students with divorced and non-divorced parents were examined. The study was conducted on a total of 836 high school students, 383 of whom comprised children with divorced parents and 453 comprised children with non-divorced parents in Denizli, Turkey. Th e data were obtained using the Satisfaction with Life Scale-SWLS, UCLA Loneliness Scale and a Personal Information Form. In the analysis of the data, hierarchical regression analyses, MANOVA, and one-way ANOVA were performed. The findings of the study showed that loneliness has higher negative effects on life satisfaction among adolescents with divorced parents. Adolescents with divorced parents are more susceptible to loneliness and global life satisfaction than are adolescents with non-divorced parents. A significant difference was found in loneliness and global life satisfaction levels among adolescents with divorced parents with respect to only number of siblings. Neither loneliness nor global life satisfaction levels significantly differed with respect to gender, grade, residential parent, contact frequency with the non-residential parent, and the age at the time of divorce.

The current study had two main purposes. The first was to develop and validate an instrument to measure emotional labor among teachers (Teacher Emotional Labor Scale, TELS) with an emphasis on the emotion regulation strategies during critical work events. The second was to investigate whether emotional deviance could be considered as one of the emotional labor strategies. Th e developed 20-item self-report scale's validity and reliability was tested within high school teachers. The sample for this study consisted of 190 high school teachers working at various public schools in Mugla, Turkey (88 females and 102 males). The teachers were employed on a full-time basis and held no administrative position. The average work experience was 17.14 years (SD = 8.80). Confirmatory factor analysis results supported the four dimensional structure of emotional labor separating surface acting, deep acting, automatic emotion regulation, and emotional deviance in the current teacher sample. Results also provided initial evidence for the construct validity, criterion validity and internal consistency of the subscales (ranged from .70 to .81) of TELS.

In this article, the students teachers' opinions, including rock formation and improper terms related to or different from these ideas, all of which are considered or must be considered in geology classes, have been analyzed. Alternative conception is used to inform our understanding of students teachers' ideas and describe any conceptual difficulties which are different from or inconsistent with the accepted scientific definition. The sample consists of 24 student teachers. We have stated that most student teachers have different alternative conceptions in mind even though they have previously followed one undergraduate Earth Sciences course. In order to explain the student teachers alternatives conceptions regarding rock formation, four basic unconscious beliefs have been discovered and described from the results of the analyses. These four beliefs, defined as: Rock - Scales of Space and Time - Stable Earth - Human Intervention, are used with the purpose of explaining the considered database outputs and alternative conceptions.

In this research, the effects of emotional intelligence on the academic procrastination and locus of control tendencies of a group of university students are investigated. The sample of this study consists of 435 university students including 273 female students and 162 male students who were randomly selected from the population of Selçuk University students. The age range of the students varies in between 17-21 years old and the mean age is 20.19 years old. A personal information form, the Emotional Intelligence Scale, the Academic Procrastination Scale and the Locus of Control Scale were administered to the sample. Research findings show that the sub-scales of the Emotional Intelligence Scale, adaptability and coping with stress, are highly correlated with the students' academic procrastination tendency scores (p < .05). Secondly, it was found that the two sub-scales of the Emotional Intelligence Scale, adaptability and general mood, could significantly predict the students' locus of control scores (p < .05). Lastly, a negative correlation was found between emotional intelligence skills and both academic procrastination (p < .05) and locus of control (p < .01). The results were discussed in the light of the related literature.

The aim of this research is to understand how sixth grade students use their imagination skills in the historical thinking process and, by doing so, how they construct the past. In this respect, first, an exhibition/museum was visited in the context of social studies during history lessons in a primary school in Kadıköy district in ıstanbul. Then, the students were asked to draw their construction of the past in their imagination using historical sources. Nine products/illustrations were selected as a sample according to purposive sampling method. Resulting data were analyzed using the document analysis technique which is one of the qualitative research approaches. As a result of this analysis, although some anachronistic data were found, it was seen that most students have the ability to reconstruct the past appropriate to the historical context using the historical sources, which are effective in the process of disciplining students' historical imagination. The pupils have the ability to use their former knowledge and experiences during their imagination and thinking processes. It is asserted that the supportive role of the teacher plays a key role in both preparing students to overcome the obstacles that they face while they are in the process of historical thinking through the usage of historical sources and basing these kinds of skills on a healthy pedagogical ground.

The purpose of the present study was to investigate the reliability and validity of the Turkish version of the Tromso Social Intelligence Scale (TSIS) developed by Silvera, Martinussen, and Dahl (2001). 719 students from Sakarya University participated in the study. Construct validity and criterion related validity and reliability were assessed. Factor analysis for Turkish university students yielded three factor solutions as the original TSIS. Correlation coeffi cient of the Social Skills Inventory with the TSIS was .51. Cronbach alpha, test-retest and split half reliability coefficients were .83, .80, and .75 respectively. Overall results of this study showed that this scale is capable enough to measure social intelligence among university students in a valid and reliable way.

When teacher education programs in Turkey are scrutinized in detail, it can be seen that geography education is included in the teacher training programs of Geography, Primary School, and Social Studies. These programs aim to provide field knowledge, general culture, and field teaching skills. The success of geography teaching depends on defining the problems and suggesting solutions for these problems. In this study, 16 volunteer instructors from eleven different universities were taken as participants and semi-structured interviews were carried out with the group. The data obtained were analyzed by descriptive analysis techniques. Some problems on geography education were identified and possible solutions to those problems were suggested. The main problems are that instructors are not sufficient in geography education; that the removal of some geography courses negatively affects geography education; and that teacher trainees in the field have low motivation. It is hoped that the study will shed some light on training more skilful teachers in geography education.

In this study, the effect of a Communication and Conflict Resolution Skill Training Program on sociotropy levels of university students were investigated. The working group was consisted of thirty two voluntary university students. A pre-test and post-test model was used with control group and experimental group, each consisting of sixteen individuals. University students' sociotropy levels were measured by the Sociotropy-Autonomy Scale which was adapted to Turkish by ?ahin, Ulusoy and ?ahin (1993). The data were analyzed with independent samples t-test, paired samples t-test and one-way ANOVA for repeated measures techniques. Data handled in this research had shown that university students who participated in the ten sessions of communication and conflict resolution skill training program had lower levels of sociotropy than the other individuals who had not participated in the training program. Th ere was no significant change on the sociotropy levels of the control group. After three and six months, one-way ANOVA for repeated measures technique was used for the experimental group and it was found that there was no significant relationship between sociotropy levels of post-test scores and follow up scores. The findings had shown that the communication and conflict resolution skill training program had positive effects on the levels of sociotropy amnong university students.

Studies showing developmental delays in infants and children with visual impairments have triggered early childhood special education studies for this population. Early childhood special education guidelines for visually impaired infants and children range from individualized services to personnel preparation issues while all display certain limitations in practice. Th is study focuses on the problems faced in the implementation of these guidelines and some possible solutions regarding these limitations, in light of a thorough literature review. Th ese guidelines included steps to be taken in determining the developmental patterns of visually impaired young children, providing instruction in all areas of development, personnel preparation, assessment and evaluation as well as mainstreaming practices and several solutions to overcome barriers were proposed. Th is discussion is believed to shed light on planning and implementing eff ective support services for infants and children with visual impairments.

Recently, there has been a significant increase in the number of multiple intelligences (MI) studies in Turkey. Consequently, a systematic analysis of these studies is crucial in order to be able to see the present situation and future trends in the field of education. By this way, it is also hoped that the current analysis will offer an avenue for experienced educators to start dialogues about the use of the MI theory and will provide some guidance to especially new researchers interested in conducting a study on the application of the MI theory in schools. In this research, studies of the multiple intelligences (MI) theory (i.e., master's theses and doctoral dissertations that are indexed by the Higher Education Council's National Thesis Center as well as research articles that are published in the journals indexed by the ULAKBIM Social Sciences Database) between the years of 1999 and 2007 were analyzed with regard to various variables in terms of their content. The studies that were included in this research (i.e., 71 master's theses, 8 doctoral dissertations, and 18 research articles) were analyzed based on 25 themes. According to the results, most studies were conducted in the form of master's theses (73.2%) during the year of 2006 (44.3%) in Ankara (28.9%) by female researchers (60.8%) empirically (63.9%) with the aim of finding out the effect of the MI theory on elementary students' (56.7%) academic achievement in and attitudes towards science (25.8%). The study concludes that more qualitative studies are needed concerning the question of “how can children's multiple intelligences be developed?”

The main purpose of this study is to investigate the functions of hidden curriculum on respect for human dignity which is one of the basic democratic values in detail in two elementary schools with low and high quality school life in Adana-Turkey. In this case study, the data were gathered through observations and interviews from teachers and students. Content analysis was used to analyze the data which were gathered the schools for four months. As a result, although its intensity is different, the hidden curriculums in both schools have inappropriate features for democratic values. For most variables taken into consideration in the study, the hidden curriculum in the school with low quality life has more inappropriate features of respect for human dignity. And also, students in this school showed more frequent misbehaviors regarding respect for human dignity. Therefore it can be said that all sides of the hidden curriculum have mutual relations with each other, that students show parallel behaviors to the environment of the school and that the more students show misbehaviors, the more teachers show antidemocratic responses.

This study examined 259 master's theses in the field of educational technology completed in Turkey during 2000-2007. The results suggested that quantity and quality of educational technology research varied according to years and universities. A great majority of the theses employed quantitative paradigm, and qualitative studies made about one fourth of the total studies. Approximately 80 % of the theses were based on descriptive models using questionnaires, tests, and scales as data gathering instruments. The samples included university students in three out of every four theses. A significant majority of the theses employed descriptive statistical techniques and only a limited number of experimental theses conducted inferential statistical analyses. Th emost frequently investigated topics were computer-assisted instruction, alternative teaching and learning approaches, web-based learning, difficulties in integrating information technologies into educational practice, Internet-based learning, and distance education.

The aim of this research is to develop the Mobbing Scale and examine its validity and reliability. The sample of the study consisted of 515 persons from Sakarya and Bursa. In this study, construct validity, internal consistency, test-retest reliability, and item analysis of the scale were examined. As a result of factor analysis for construct validity, four factors have emerged which are named humiliation, discrimination, sexual harassment, and communication barriers. These subscales consist of 23 items and account for the 59.97% of the total variance. The internal consistency reliability coeffi cients were .91 for humiliation, .77 for discrimination, .79 for sexual harassment, and .79 for communication barriers. Findings also demonstrated that item-total correlations ranged from .54 to .78. Test-retest reliability coeffi cients were .78 and .91 for four subscales, respectively. Th e item-total correlations ranged from .54 to .78. According to these findings the Mobbing Scale can be regarded as a valid and reliable instrument that could be used in the field of education and psychology.