The rapid growth of technology accompanied new requirements in all aspects of life. The constant flow of information and the irresistible rise of technology gave rise to 21st-century skills, digital literacy, and lifelong learning concepts which are all in the spotlight of several organizations, policymakers, and researchers. Due to the increasing accessibility of technology, people, each day, feel the need to adapt to this new pace of life. Thus, teachers not only should be aware of their students’ needs but also be equipped with the qualifications the current age entails. With this in mind, in this paper, the researchers studied the mediating role of digital literacy between teachers' lifelong learning tendency and their 21st-century skills. The sample consists of 273 randomly selected teachers. The researchers used three different multifactor data collection tools. In addition to the acceptable validity and reliability results, the findings indicate varying degrees of positive correlations among the factors of the data collection tools. The outputs also indicate that participants’ lifelong learning tendencies were at a low, but digital literacy and 21st-century skills were at a medium level. Moreover, while lifelong learning tendency directly affects 21st-century skills, ethics and responsibility act as a mediator between lifelong learning tendency and 21st-century skills.

The aim of this study is to descriptively analyze the recommendations sections of doctoral dissertations focused on parental involvement in early childhood education in Türkiye. The study examined a total of seven doctoral dissertations conducted at various universities in Türkiye and published in the Thesis Center of the Turkish Higher Education Council. The recommendations sections of these dissertations were evaluated using content analysis, identifying the stakeholders (parents, teachers, Ministry of Education, researchers, NGOs) to whom the recommendations were directed and the themes around which they concentrated (development of parental involvement processes, teacher training, policy development, etc.). The findings indicate that the majority of the recommendations are aimed at teachers and parents, with a strong focus on the development of parental involvement processes and teacher training. Additionally, a significant portion of the recommendations was found to be feasible in the short term, providing practical insights for immediate implementation. The analysis further revealed that recommendations targeting policymakers emphasize the importance of long-term strategies, including policy development and legal regulations. These results suggest that efforts to increase parental involvement in early childhood education in Türkiye require both short-term practical implementations and long-term strategic planning. The study underscores the critical role of parental involvement in early childhood education and highlights the need for further interdisciplinary research to explore its multifaceted nature and its implications for diverse socioeconomic and cultural contexts.

This study aims to analyze the effectiveness of fluent reading strategies, specifically "paired reading" and "repeated reading," on the development of reading skills of two students with mild intellectual disability. In the study, two fourth-grade students with mild intellectual disabilities participated in an intervention program aimed at improving their reading skills. Two 4th grade students, one girl and one boy, who attended the support education room as well as the regular classes of the primary school, were included in the intervention programme. The AB single-case design was utilized, as this design is the most commonly used for detecting the effects of. The study employed purposeful sampling to select participants based on specific criteria. The criteria for inclusion in the study were having a mild intellectual disability, attending the support class, and experiencing difficulty in reading and comprehension. The processes lasted for 7 weeks, equating to 35 class hours. Data were collected through instruments such as the Error Analysis Inventory, video recordings, narrative, and informative texts, and reading comprehension achievement tests. The results revealed improvements in students' word definitions, reading speeds, reading skills, and comprehension levels. These results suggest that the study recommends employing paired and repeated reading strategies to enhance the reading and comprehension skills of students facing reading and learning difficulties.

Evaluating the impacts of instructional intervention programs on students with reading difficulties is important for setting guidelines to teachers, researchers, and policy-makers. The aim of this research is to examine how these interventions initiatives impact the reading abilities of students diagnosed with reading difficulties (RD). 38 impact sizes obtained from 17 meta-analysis studies are analysed with second order meta-analysis method. These studies included are carried out between 1999 and 2023, and focus on the effects of instructional intervention programs on the reading abilities of individuals who experience difficulties in reading. Finally, in the analysis, it is decided that the impact of instructional intervention programmes on students with RD is mid-range (g= .50). Also, instructional intervention programs caused important differences according to the type of intervention, quality level, and the year of publication on the reading abilities of individuals with RD. It is determined that comprehension strategy instruction (CSI) intervention programs are more efficient than foundational reading skills instruction (FRSI) and multicomponent instruction (MI) intervention programs. It is necessary to make more experimental studies to determine if instructional interventions cause meaningful differences in terms of the characteristics of participant students. It can also be beneficial to carry out primary meta-analysis studies that test the impact of instructional interventions on the reading abilities of individuals with RD who are determined with standardized tests.

Research on teachers' performance appraisals is increasing because of a lack of understanding of the system, how it affected their motivation to work, and performance in the educational field. Thus, this study investigated the relationship between teachers' attitudes toward the performance appraisal system and their work performance, as mediated by teachers' motivation, in Ethiopia's Enbise Sar Midir district. The researcher employed a correlational research approach by collecting data from 265 teachers through questionnaires. Initially, the validity and reliability of scales were confirmed. The results showed a statistically moderate to high, favorable, and significant relationship between teachers' attitudes about appraisal systems, motivation, and work performance. This study found that if performance appraisals are conducted with transparency, equity, and a commitment to supporting teacher improvement, they increase teachers' job performance. That means, it is reasonable to expect that if teacher views toward the PA improve, so do their motivation to work and perform. Furthermore, teachers’ motivation to work partially mediates the relationship between teachers’ attitude towards performance appraisal system and work performance. This study found that many motivational strategies can be used to make instructors professionally satisfied and work well, and the state government can build appropriate PA systems. This research adds knowledge to the theory and literature on teachers' performance appraisal, motivation, and performance in the context of Ethiopian situation. This is expected to encourage further researchers and has the potential to make teachers more accessible to more students and schools, and so contribute to ensuring quality education (SDG 4).

The study investigates the integration of problem-posing techniques within mathematics pedagogy. The aim is to examine the competencies in posing problems by prospective fourth-grade classroom teachers during lesson preparation and figure out what changes need to be made. We designed this research as a quasi-experimental design involving 50 teacher candidates enrolled at a public university during the academic year of 2021-2022 in Turkey. We delved into the effects of problem-posing instruction by giving it to 25 prospective teachers who volunteered to be in the experimental group. We used the Problem-Posing Test as the data collection tool. The Problem-Posing Test consists of 12 distinct scenarios for posing problems, ranging from highly structured to semi-structures, and extending to open-ended problem posing situations. We collected the quantitative data using a rubric developed to evaluate the Problem Posing-Test. We employed the T-test and the Mann-Whitney U test for the analysis of quantitative data. Based on the pre-test results of problem posing, the prospective teachers’ problem-posing skills in the measurement and learning areas were insufficient. However, both groups were able to use the daily life contexts to address the problems they posed. The experimental group demonstrated a notable advantage in problem-posing skills on the post-test administered after receiving problem-posing instruction. We also concluded that problem-posing instruction positively affected the problems posed by prospective classroom teachers in the measurement and learning area. In this regard, offering an elective course on problem posing for the classroom teacher training program in education faculties would be beneficial.

It is evident that knowing the nature of science is a requirement for “science education”, which serves as the basis of conscious citizenship. For this reason, articles concerning the nature of science that were published in the Web of Science and EBSCOhost database between 2015 and 2022 were examined in this study in order to establish a broad framework and develop a research road map. A qualitative design approach and a descriptive review method were used. The keywords "Nature of Science (NoS) and Science Education" and "Teaching of Nature of Science (NoS) and Science Education" were used. The majority of the 107 articles on the nature of science that have been examined preferred qualitative research designs, and "Science & Education" is the publication that has published the most articles on the subject in 2017-2018-2020, pre-service teachers were mostly preferred as the sample group, it was applied to groups of “21-50” people as the sample group, open reflective approach was preferred as the teaching approach, the most commonly used method-technique was “discussion”, the activities used in the articles were generally standard, semi-structured interview form was preferred as the evaluation tool and “VNOS-C” was deployed as the questionnaire. Studies may be conducted within the boundaries of further lectures on the topic and internationally published theses.

In the context of teaching Turkish to foreigners, this study aimed to assess whether attitudes towards the target language, grammatical knowledge, speaking skills, reading comprehension, listening comprehension, and prior writing knowledge could predict success in writing in the target language. To investigate this, a relational survey method and a quantitative research design were employed. The study sample comprised 147 B1 level-foreign learners studying Turkish as a foreign language at the Turkish Language Teaching Center (TÖMER) in Ankara during the 2022-2023 academic year. The study utilized a multiple-choice test to assess reading comprehension, an informative listening text titled “Ay’a Yolculuk (Journey to the Moon)” along with a 20-question short-answer test to evaluate listening comprehension, a rating scale for assessing speaking skills, and a cloze test for measuring Turkish grammar knowledge. Moreover, in this study, a short-answer test was employed to assess the participants’prior knowledge of writing. An attitude scale was used to measure students’attitudes towards learning Turkish, while a 6+1 analytical assessment scale was used to evaluate students’ writing skills. When the predictive impact of the chosen independent variables on writing skills was examined, these variables collectively accounted for 66% of the variation in writing achievement. The ranking of the influence levels of these variables on writing achievement (from most to least influential) was as follows: prior knowledge, grammatical knowledge, reading comprehension, attitude towards the target language, speaking achievement, and listening achievement.

Language assessment literacy as a relatively new term denotes teachers’ understanding of the assessment construct both theoretically and practically. Given the importance of assessment in the teaching and learning process, the main purpose of the current study is to investigate the general and skill-based language assessment literacy levels of EFL teachers working at K12 schools in Türkiye and to analyse their needs both in pre-service and in-service years. Considering the purpose of the study, a mixed-method research design was employed. At the initial phase of the study, the quantitative data were collected by means of the Language Assessment Knowledge Scale (LAKS), and 272 EFL teachers working at K12 schools in Türkiye participated. Descriptive and inferential analyses were run, and results showed that the participants’ mean score in LAKS was 31.59 out of 60. The participants demonstrated the highest level of knowledge in assessing reading, while assessing listening was identified as the area where teachers had the least expertise. In the second phase, semi-structured interviews were conducted with volunteers to learn more about the teachers’ opinions on language assessment knowledge and their needs. Qualitative findings complemented the findings from the questionnaire by revealing details about the reasons of the participants’ scores in LAK scale.

Mathematical modeling is a cyclical process involving the competencies of understanding the problem, simplifying, mathematizing, working mathematically, interpreting, and validating. Mathematical modeling self-efficacy beliefs are essential to students’ mathematical modeling performance. This study examined middle and high school students’ mathematical modeling self-efficacy beliefs. The participants consisted of 1091 middle school students and 974 high school students. The data were collected through the “Mathematical Modeling Self-Efficacy Scale [MMSS]”. T-tests and ANOVA test statistics were used to determine the effect of gender, school level, grade level and previous engagement in model-eliciting activities on the mathematical modeling self-efficacy beliefs. The results showed that the mathematical modeling self-efficacy beliefs of middle school students were significantly higher than those of high school students. Furthermore, middle school students’ mathematical modeling self-efficacy beliefs did not differ significantly by gender, while at the high school level there was a significant difference in favor of males. Regarding grade levels, only a statistically significant difference was found between the mathematical modeling self-efficacy beliefs of seventh- and eighth-grade students. Moreover, middle and high school students who had previously engaged in model-eliciting activities had significantly higher mathematical modeling self-efficacy beliefs than those who had not. In the accessible literature, there is no study on the mathematical modeling self-efficacy beliefs of middle and high school students. Therefore, we believe this study’s results will contribute to the literature on mathematical modeling.