The purpose of this study was to investigate the anger and anger expression styles with respect to coping with stress and interpersonal problem-solving. The participants were 468 (258 female and 210 male, between 17-30 years old) university students. Pearson product-moment correlation coeff icients and multiple hierarchical regression analysis were used. As a results of the study, it was found that there was a negative relationship between trait anger and problem focused coping (p < .05), a negative relationship between anger in with problem-focused coping, and seeking for social support (p < .01), a negative relationship between anger-out with avoiding (p < .01) and problem-focused coping (p < .05) and a positive relationship between anger control with problem-focused coping and avoidance (p < .01). However there was a positive relationship among approaching problems in a negative way, lack of self-confidence, unwillingness to take responsibility and trait anger, anger in, anger out (p < .01) while a negative relationship between anger control (p < .01). A negative relationship among constructive problem-solving and trait anger (p < .05), anger-in (p<.01), and a positive relationship between constructive problem-solving and anger control (p < .01) were found. And, there was a negative relationship between insisting-preserving approach and anger-in (p < .05), while there was a positive relationship between insistent preserving approach and anger-out, anger control (p < .01). Besides, it was found that coping with stress and interpersonal problem-solving significantly explain the trait anger and the anger expressing styles.

The purpose of this study is to (a) investigate the families of violent and nonviolent adolescents in terms of family functioning, trait anger and anger expression, and (b) compare incidence of psychological problems, alcohol usage and delinquent behaviors. The sample consisted of families of both violent (n=54) and nonviolent adolescents (n=54) whose age range was between 14 and 18 years. In order to investigate the anger levels and anger expressions the State-Trait Anger Scale (STAS) was used. Additionally, the McMaster Family Assessment Device (FAD) was used to investigate families' functions. The data about the problems concerning family members such as alcohol use of family members, having psychological problems and criminal behaviors were collected via 'Personal Information Form' prepared by the researcher. In accordance with the purpose of the study, data were analyzed with "t" test and chi-square test. Results showed that families of violent adolescents had more deficits and confl icts in problem-solving, communication, role assignment, affective responsiveness, aff ective involvement, behavior control and general functioning when compared to the families of nonviolent adolescents. When analyzed in terms of anger, families of violent adolescents scored significantly higher on "trait anger", "anger-in" and "anger-out" when compared to the families of nonviolent adolescents. Families of nonviolent adolescents had more “anger control” than the other group. Families in the violent group reported more problem behaviors, more use of alcohol and more delinquent behaviors than control group.

The purpose of the present study was to adapt the Mathematics Anxiety Rating Scale- Elementary Form (MARS-E, Suinn, 1988) into Turkish by first doing the translation of its items and then the preliminary psychometric investigation of the Turkish form. Th e study included four diff erent samples: 30 bilingual language experts, 50 Turkish language experts, 50 mathematics subject matter experts, 21 school counselors, and 336 elementary school students. After each item was independently translated into Turkish by three experts, 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 336 elementary school students. Results showed evidence for language validity, structural validity, content validity, and concurrent validity. In addition, the Turkish form's items were found to have acceptable internal consistency reliabilities. Results were discussed in relation to previous mathematics anxiety literature. It is concluded that the Turkish MARS-E appears to be a valid and reliable instrument in measuring mathematics anxiety levels of Turkish elementary school children.

Using different representations and having flexibility of transition between representations throughout the definite integral problem-solving process are thought to be effective on the development of conceptual understanding and students' performance. The study aims at considering the effects of representations used in the definite integral on preservices teachers' problem-solving achievement. The research is a case study having qualitative paradigm. Within the context, a case study with 45 pre-services teachers from a mathematics teaching department in a state university has been conducted. This study uses multi-method approach to collect the data which are qualitative. The data were analyzed and interpreted through classification method and descriptive statistical techniques. The findings indicate that the skills of pre-services teachers in using multiple representations within the process of solving certain definite integral problems were not sufficient as required. It was specified that the candidates trying to solve problems with the domination of merely one representation were weak in terms of the transition of representation skills and they were in low level in terms problem-solving. After discussing the findings of the study in the light of the literature some suggestions are given for increasing the problem-solving success.

The aim of this study was to investigate students' and teachers' point of views about preparing measurement tools used in mathematics classes, the level of learning that these tools are intended to measure, how often they are used and how they are scored in terms of assessing 5th grade primary school mathematic courses. Th e population of the study for the quantitative data was 226 primary school fifth-year classroom teachers and 881 students in the central school districts of Adana. Furthermore, in order to obtain qualitative data 25 teachers and 45 students were selected by using criterion sampling. As data collection tools, the Measurement and Evaluation Questionnaire (MEQ) developed by the researchers, semi-structured interview forms, and examination materials were used. Descriptive statistics and content analysis were performed on the data. Also, document analysis was done. As for the results, it was seen that teachers very frequently considered their students' levels and their acquisition when preparing traditional and alternative measurement tools. However, they ignored the analysis-synthesis level. In this context, it can be proposed that while preparing traditional and alternative assessment tools it should be paid attention to measure higher order thinking skills of students and to use more alternative assessment tools.

The video model method is an application with evidence basis, defined as watching and taking as a model the target behavior exhibited by the person on the videotape. The video model method is a teaching method that can be used in teaching many different skills to children displaying normal development and to children with developmental disabilities. This study aimed to examine and analyze studies in which the video modeling was used in teaching social skills to individuals with developmental disabilities. The present study is a qualitative document analysis. Documents (research) which were gathered according to certain criteria were analyzed by the authors. A total of 21 studies, 2 of which were conducted in Turkey, that met the criteria offset by the present study were analyzed according to the certain criteria. The reason why subjects in 3-15 years of age diagnosed with autism and Asberger's syndrome were selected in 97% of the studies and why social skills were analyzed in 81% of the studies was not explained. In addition, social validity data were collected only in 33% of all studies. This is a quite low rate for the studies focused on teaching of social skills.

It is necessary to provide students both with and without special needs and the classroom teachers with special education support services in order to achieve successful inclusion applications. The determination of teachers' opinions about the applications they carry out is important in the planning and achievement of the future applications. The purpose of this article which was designed as an action research was to analyze the opinions of special and general education teachers, working in inclusion classes based on co-teaching approach, about the preparation stage for the application, planning meetings and applications they carried out. Research participants were composed of a researcher who is a special education teacher, a classroom teacher and second grade students. In the scope of the research, semi-structured interviews were conducted with the classroom teacher; planning meetings were arranged with the aim of preparing for the applications; and reflective daily data sources compiled by the researcher were utilized. The data were analyzed from a phenomenological perspective via inductive analysis. The findings were compared with those recorded in the related literature and were discussed. Consequently, classroom teacher voluntarily participated in the research process and stated that there was no problem about classroom applications. The teacher declared the importance of planning meetings, however, did not allocate suff icient time for meetings and did not give details about the lessons. Therefore, ambiguities were recorded lesson applications about the role and responsibilities of teachers. The teacher stated that all co-teaching approaches can be applied in inclusion classes however stated that these applications were not so new for her and this process could not have any contributions to her.

The aim of this study is to define whether using exercise-based games increase the performance of learning. For this reason, two basic questions were tried to be answered in the study. First, is there any diff erence in learning between the group that was given exercisebased games and the group that was not? Second, is there any difference in learning between the group that used exercise-based games at end of the process of learning and the group that was not applied this but taken the questions of exercises in game material? This research has been conducted within the subject of Testing and Evaluation in the program of Kocaeli University Primary Maths Teacher's College. Experimental design with a pre test-post test control group was used in this study. Experimental process based on game material was used in 120 minutes at the end of a 3-week-teaching period. The reliability values (KR-20) of the two tests were found to be .79 and .71 which were used to evaluate learning level. The study has reached a conclusion that game materials used at the end of learning process have increased the learning levels of teacher candidates. However, the similar learning levels have been observed among students who were taken printed exercises instead of using learning game method to reinforce the traditional learning in the research. This means that in method of applying teaching games in addition to the traditional teaching, there isn't any difference of learning efficiency of students answered the questions based on competition and fun and the group who only answered the questions. This study is expected to contribute defining in which situations games are effective.

Can we fulfill our responsibilities and obligations while we are working? Today, professional ethics is a necessity for each occupation. As teachers are directly responsible for children's growth, professional ethics and ethical decision making are important for them. Although many countries, particularly the United States, have prepared ethics codes for preschool teachers, there are none listed for this group in Turkey. In this study, 29 preschool teachers from Samsun, Turkey were interviewed about preschool teachers' professional ethical principles by using semi-structured questions. Content analysis was used to determine the opinions of the teachers after the interviews, and an ethics code list was prepared. Each different opinion was an item in the list and frequency values were calculated. Th us, the first ethics code framework was created for Turkish preschool teachers.

This study focused on the convergent and discriminate validity of the Mathematics Self- Efficacy Informative Sources Scale for high school students. A total number of 692 high school students participated in the study. Both explanatory and confirmatory factor analyses were conducted for the content of the scale. Whether the Mathematics Self-eff icacy Informative Sources showed any diff erences in terms of personal variables such as gender and class level was also examined as part of discriminate validity. According to the results of the factor analyses, the four-factor model of math-inform was supported. According to the distinguished validity results, it would be stated that class level variables were not effective in explaining the variables informative resources. The results were discussed in light of literature and some suggestions were given for further studies.

The aim of this research is to determine the factors aff ecting individual education demands at the entrance to university. The research is in survey model. The universe of the study consists of 1630 freshmen at the faculties and vocational schools of Adnan Menderes University, Aydın. 574 students from 7 schools were included in the sample. Th e data were gathered by “the scale of the factors aff ecting individual education demands at the entrance to university”, which is a likert type scale developed by the researcher. Th e scale consists of 8 dimensions. Findings of the study show that student views on factors affecting individual education demands at the entrance to university do not have a meaningful difference in terms of sex in any dimensions. Meaningful diff erences were found in the individual satisfaction dimension in terms of whether students have permanent illnesses, in the “diversion and sheltering” sub-dimension in terms of whether their mothers work or not, in the “diversion” sub-dimension in terms of the parents' world views, and in the “employing” sub-dimension in terms of age. The dimension which has the lowest mean among the students' opinions regarding the factors aff ecting individual education demand in entering to university is “publicity” and the dimension which has the highest mean is the “personal satisfaction.”

In this study, information was given about the adaptation studies of the “Incomplete Stories with Doll Family Scale” which was developed for determining attachment at the age of six in terms of social and emotional development. 60 students from preschool departments of primary schools in Muş Province participated in the study. As a result of exploratory factor analysis, the variance of one factor was computed as 55.92%. Confirmatory factor analysis results confirmed that tested data fit well with the data. Cronbach alpha coeff icient (.83) and Spearman Brown split-half correlation (.83) were computed. As a result of these analyses, it is concluded that the scale is accepted to be reliable, valid, and suitable for Turkish children.

Information searching skills have become increasingly important for prospective teachers with the exponential growth of learning materials on the web. This study is an attempt to understand the experiences of prospective teachers with search engines through metaphoric images and to further investigate whether their experiences are related to the variables of years spent in the program and years of experience with computers. Participants were comprised of 335 prospective classroom teachers registered at Pamukkale University, Faculty of Education, Primary School Teaching Program (1-5) in the Department of Elementary Education. In this descriptive study, data were collected through asking participants to produce a metaphor with reasoning that demonstrates their experiences with search engines. Gathered data were analyzed by using the techniques of content, frequency, and percentage analyses. Upon this procedure, themes were emerged. Chi-square test was used to identify whether participants' experiences relate to their years of computer experience and years spent in the program. Findings drew attention to the categories of provisions, opportunities, and problems in searching for information and demonstrated the dominance of problems with respect to other themes. Participants' experiences were not related to their experiences with computers but were related to their years in the program. Findings revealed a need to offer learning experiences to enhance prospective classroom teachers' searching skills.

The present research aimed to investigate non-ethichal behaviors and mobbing to which academic staff in universities are subjected. Twelve the academic staff who were subjected to mobbing in universities in Turkey were interviewed. Th e research was formed in a qualitative design. Results show that the metaphors that the instructors use to liken their administrators such as the components of organizational culture are negative organizational stories, lack of organizational heroes, reduced of organizational faithfulness, organizational ceremonies consisting of formalities, weakness of organizational moral codes of conduct, lack of positive role-models as examples, availability of the administrators who are impossible to discuss about, organizational prestige loss, insufficiency of organizational language, emotion and understanding demonstrated that a very weak organizational culture is available, and at the same time negative organization culture trigger psycho-violence.

The purpose of the present study is to determine secondary public school teachers' perceptions about organizational justice and whether these perceptions differ across gender, age, seniority, branch, educational background, the number of students and the number of teachers. The participants of the study consisted of 222 secondary public school teachers selected from Kütahya province. Th e data were gathered through using the Organizational Justice Scale. For data analysis, descriptive statistics, t test and one way-ANOVA were used. According to the findings obtained from the study, the participants have positive perceptions about organizational justice at secondary schools. Their perceptions on differed according to age, seniority, and the number of students, whereas they did not across gender, branch, educational background, and the number of teachers.