The purpose of this study is to determine to what extent secondary education placement examination (TEOG) affects teaching English to the 8th graders. To this end, the teachers who actively took part in this process participated in this research with their views. The data gathered from 56 participants from 16 districts in Turkey working as teachers of English was analyzed descriptively.  The findings proved that the teachers of English had difficulty in reaching the objectives of the course specified in the regarding course syllabus as they needed to prepare the students for the exam. Furthermore, it was found out that school administrators and parents have a great impact on choosing the regarding teaching method, technique and materials. It is suggested that school administrators and parents should not interfere in teaching process and teachers should be able to fulfil their professions properly and independently. 

The aim of this study is to examine high school teachers’ views about the relationship between cyberloafing behaviors and time management according tosome variables. In this research relational screening model was used. The universe of this study is 945 teachers who work at the state anatolian, vocational and religious high schools in Kahramanmaraş city center during 2015-2016 academic year. The sample of this descriptive and quantitative research includes 266 branch teachers who were identified by random sampling method. Data collection instruments are “Cyberloafing Behaviors Scale” that was developed by Örücü &Yıldız (2014) and “Time Management Inventory” that was developed by Britton &Tesser (1991)adapted to Turkish by Alay &Koçak (2002).According to the results, it is found that the opinions about cyber loafing behaviors (important cyber loafing behaviors and unimportant cyber loafing behaviors) of the high school teachers who participated in this study are at “rarely” level while the views about the general time management (time planning, time attitude, time consumers) of the high school teachers who participate in the study are at “high” level. Research results show that there is no significant difference in terms of teachers’ opinions about the cyberloafing behaviors (important cyberloafing behaviors and unimportant cyber loafing behaviors) according to seniority and educational status variables. It was found that teachers’ opinions about general time management (time planning, time attitude, time consumers) do not differentiate significantly according to “gender, seniority and educational status variables. According to the results of the research, it was determined that there is a low negative correlation between important cyberloafing behaviors and unimportant cyberloafing behaviors and time consumers.

The aim of this research is to determine technological term knowledge levels of teacher candidates. The survey method was used in this study. The study was carried out to 1106 teacher candidates that were studying different teaching programs and grade levels. Data was collected by the “Technological Term Awareness and Knowledge Level Questionnaire”. Chi-Square Test was used to analyze the data. According to findings, the technological terms knowledge level of Computer and Instructional Technology Education teacher candidates and Primary Education teacher candidates were more significant than the other programs. The technological terms knowledge level of male teacher candidates was significantly higher than female teacher candidates. The technological term knowledge level is more significant in 1rd grade teacher candidates than 3st grade teacher candidates.

The present study has two aims: Examining the effect of formative assessment based teaching practices on the development of conceptual understanding levels of middle school students on the concepts of heat and temperature, and evaluating the observations and experiences of teachers. Practical action research method was used in the study. The research sample consisted of 24 middle school students from Eskişehir (13 seventh grade) and Kocaeli (11 sixth grade) provinces. Three formative probes were used for pretest data collection, and nine two-tiered questions were used in posttest. In addition, the journals kept by the teachers throughout the research process were used for data collection. In conclusion, it was seen that formative assessment-based teaching practices had a positive effect on the conceptual understanding of the sixth and seventh grade students, and increased the eagerness of the students to attend the lesson, learn, and discover and ensured that teaching occurred based on mutual communication and interaction.

The aim of this study is to reveal the evaluation of academic staff at a state university on the application of academic incentive in higher education in 2015. Participants were selected by objective sampling method; the academic incentive score calculated in the 2015 academic year is low (-29), medium (30-50), and high (50-100). Based on the qualitative research approach semi-structured interviews were conducted with the participants as part of the study. The data were analyzed by computer aided qualitative data preparation program. From the content analysis three themes about the incentive applications as (i) the positive aspects of (ii) the negative aspects of and (iii) the suggestions for continuing and updating were developed. The most important result that emerged in this study was that all participating scientists working in different fields could reach the theoretical purpose of the practice and that the lack of the material prize provided could be compensated for the deficiencies of the incentive legislation to serve the country and society. This study has been completed with suggestions on how to revise the relevant incentive legislation in the context of the opinions provided by the participants.