Bilgisayar destekli öğretimin öğrencilerin akademik başarıları üzerine olan etkisini inceleyen araştırma sayısı, son zamanlarda gelişen bilgisayar tabanlı yazılımlar sayesinde her geçen gün artarak sürmektedir. Çalışmada, 2002 ile 2014 yılları arasında yapılmış 1360 araştırma incelenmiştir. Yüksek lisans ve doktora tezleri arasından, belirlenen sayısal verilere sahip 60 adet araştırma çalışmaya dahil edilmiş ve meta analiz yöntemiyle birleştirilmiştir. Meta analize dahil edilen bireysel çalışmalar birleştirilmiş ve yapının heterojen olduğu görülmüştür. Bundan dolayı, genel etki büyüklüğü rastgele etkiler modeli kullanılarak hesaplanmıştır.Elde edilen bulgular neticesinde, bilgisayar destekli öğretimin ilköğretim öğrencilerinin akademik başarısına olan etki büyüklüğü E++ = 1,162 olarak bulunmuştur. Bu değer, Cohen’s d ve Hedges’s g ‘ ye göre çok geniş düzeyde etkiye sahip olduğu görülmüştür.

The knowledge required to be acquired changes and increases with each passing day along with the developing technology and economy. In parallel with the increase in the knowledge required to be acquired, learning environments and mutual interaction are not enough anymore to acquire this knowledge. One of the most important ways to acquire knowledge is reading books. The studies conducted with pre-service teachers revealed that they mostly read newspapers followed by books and magazines. This study was carried out to assess the university students' book reading levels and the effect on their problem solving skills thereof. “Attitude Scale Towards Reading Habit” and “Problem Solving Inventory” were used to collect the research data. The results revealed a significant difference between the student groups created based on gender in attitudes towards reading in favor of the male students. Nevertheless, in terms of problem solving skills, a significant difference was found between the student groups created based on age in favor of the age group of under 20 years, and between the student groups created based on the type of high school which the student was graduated from, in favor of the students who were graduated from science and vocational high schools against students who were graduated from anatolian high schools. Lastly, a significant relationship (r=.56) was found between the reading levels and the problem solving skills in the positive direction, which suggests that the higher the reading attitudes the higher the problem solving skills.

1. Children’s development is not limited solely to cognitive gains; rather, it acquires a holistic quality when considered together with social, emotional, and behavioral skills. Numerous empirical...

This study aims to investigate the views of mentor teachers on sustainable teacher education in Northern Cyprus. The Teaching Practice course (internship) was taken as the basis, and the views of mentor teachers on the meaning, difficulties, responsibilities, and feedback process of teaching practices were examined. Data were collected through open-ended interviews with 50 classroom teachers using the qualitative research approach phenomenological model. When the findings are examined, it is revealed that mentor teachers see internship as very important in terms of applying theoretical knowledge, gaining practical experience, and developing professional identity. Difficulties include classroom management difficulties, problems with students, inadequate preparation, and communication problems. Mentor teachers emphasize that their roles of providing guidance, feedback, and support are important. It was stated that preparation, time management, and effective communication are among the responsibilities of candidate teachers. The study emphasized the importance of mentoring in teaching practices in the context of effective communication and providing constructive feedback. Recommendations include improved internship program design focusing on classroom management, communication skills, and material preparation. Additionally, fostering a supportive learning environment and providing professional development opportunities for both mentors and student teachers are essential. The study contributes to understanding the complexities of teacher education and the critical role of effective mentoring in shaping future educators. Evaluating the findings of this study in the context of sustainable teacher education highlights how mentors’ role model practices, ongoing support for pre-service teachers, and reinforcement of effective teaching strategies can contribute to the sustainability of pre-service teacher education.

Background: This study examines how the Yörük community in Türkiye balances the preservation of traditional childrearing practices with modernization and compulsory schooling. Context: The Yörüks, a historically nomadic Turkic people, possess a distinct cultural identity that centres around oral knowledge transmission, family-based education, and pastoral living. Methods: A qualitative phenomenological approach was used. Data Collection: In-depth semi-structured interviews were conducted with 11 Yörük participants selected through purposive sampling. Results: Four core themes were identified: Yörük culture, expectations of children, childrearing practices, and perceptions of schooling. Tensions emerge between traditional responsibilities, gender roles, and modern schooling structures. Conclusions: The study shows that cultural dissonance with the national education system contributes to educational exclusion and identity tension among Yörük children. Theoretical Implications: This study challenges dominant educational paradigms that overlook minority epistemologies and underscores the need to incorporate pastoralist worldviews into inclusive education theory. Practical Implications: It calls for flexible, culturally responsive policies, such as mobile or seasonal schooling and culturally inclusive curricula. Research Implications: Future studies could focus on the longitudinal impacts of modernization on the educational outcomes of pastoral communities or conduct comparative studies with other nomadic groups.