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In accordance with the subject of this research, three different scales to measure preschool teachers' performances with respect to school principals', parents' and children's point of view were developed for the research. 51 principals, 893 parents and 256 children participated in the research."Teacher Performance Evaluation Scale -Administrators' Form" (TPESAF), "Teacher Performance Evaluation ScaleParents' Form" (TPESPF) and "Teacher Performance Evaluation Scale -Children's Form" (TPESCF) are the scales that were prepared and used by the researcher. The data obtained were analysed by "SPSS 13 for Windows". The main results of the research are as follows: Research, an exploratory factor analysis was carried out for each of the scales developed. In order to show the validity of the scales, the overall and sub-test content validity analysis and differentiation power of the (TPESAF), (TPESPF) and (TPESCF) were calculated. Following the factor analysis which gave the scales their final shape, statistical reliability analysis was carried out. In this study, Cronbach Alpha coefficients of the (TPESAF), (TPESPF) and (TPESCF) and their sub-tests' means and standard deviations were calculated. Furthermore the test re-test reliability analysis was carried out. The scales were found to be reliable according to the reliability analysis (Cronbach Alpha Coefficients of Principal's Form: 0,94, Parents' Scale: 0,93, Children's Scale: 0,84).

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The aim of the study is to examine the relationship between the level of metacognitive awareness, self-directed learning readiness and academic achievement of preschool teacher candidates. The study group of the research, which was designed in survey method, included 151 teacher candidates from Atatürk Education Faculty, Preschool Teaching Department at Marmara University, Istanbul, Turkey. All of the candidates volunteered to participate to the study. The Demographic Form, The Metacognitive Awareness Inventory (MAI) and The Self-Directed Learning Readiness Scale (SDLRS) were used as the data collection tools. The academic achievement was determined by looking the grade point average of teacher candidates. The results of the research indicated that there was not a significant relationship between the level of metacognitive awareness and self-directed learning readiness with academic achievement of teacher candidates. A moderate relationship between the total scores of the metacognitive awareness and self-directed learning readiness was found.

The aim of this research is to develop a scale aiming to measure the effects of digital games on children during early childhood period according to parent perceptions. In the course of developing the scale items, related literature was reviewed in detail and relevant scales and the previous research carried out were examined. After the expert opinions were obtained, the scale was sent to the families of 1500 children by administrators and teachers who worked in the primary schools and kindergartens, which were randomly selected and were affiliated to the Provincial Directorate of National Education of Istanbul. 731 data were included in the survey. 342 girls and 389 boys aged between 55-95 months constituted the sample of the research. The data regarding the children were gathered by means of forms filled out by their parents. In order to determine the construct validity of the scale, exploratory factor analysis, which is one of the principal component analyses, was applied. As a result of the analysis, the KMO value was found as .90. The total variance explained is 63.40%.Factor load values were found to be ranging from .87 to .54. The internal consistency coefficient of the total scale was found to be .91. Internal consistency coefficients of the factors were .82 for entertainment, .90 for learning, .86 for physical, .87 for social dimension and .84 for emotional dimension. Analyses showed that the "Effects of Digital Games in Early Ages Scale" which is a scale of 25 items, is a valid and reliable scale. Bu araştırmanın amacı dijital oyunların erken çocukluk dönemindeki çocuklar üzerindeki etkilerini ebeveyn algısına göre değerlendirmeyi amaçlayan bir ölçme aracı geliştirmektir. Ölçek maddelerinin geliştirilmesi aşamasında öncelikle ilgili literatür ayrıntılı biçimde taranmış, geliştirilen ilgili ölçekler ve yapılmış araştırmalar incelenmiştir. Oluşturulan ölçek, uzman görüşü alındıktan sonra İstanbul İl Milli Eğitim Müdürlüğü'ne bağlı olan ve rastgele seçilen ilkokullarda ve anaokullarında görev yapan idareciler ve öğretmenler tarafından 1500 çocuğun ailesine gönderilmiştir. 731 veri araştırmaya dahil edilmiştir. Araştırmanın örneklemini yaşları 55-95 ay arasında değişen, 342 kız ve 389 erkek çocuk oluşturmaktadır. Çocuklar ile ilgili bilgiler annebabaların doldurmuş olduğu formlar aracılığıyla toplanmıştır. Ölçeğin yapı geçerliğini belirlemek amacıyla temel bileşenler analizlerinden açımlayıcı faktör analizi uygulanmıştır. Analiz sonucunda KMO değeri .90 olarak ortaya çıkmıştır. Açıklanan toplam varyans % 63.40'tır. 5 boyuttan oluştuğu ortaya çıkan ölçeğin faktör yük değerleri .87 ile .54 arasında değişmektedir. Yapılan güvenilirlik analizi sonucunda toplam ölçeğin iç tutarlılık katsayısının .91 olduğu tespit edilmiştir. Faktörlerin iç tutarlılık katsayıları ise eğlenme boyutu için .82, öğrenme için .90, fiziksel için .86, sosyal için .87, duygusal boyut için ise .84'dir. Yapılan analizler 25 maddeden oluşan "Erken Yaşlarda Dijital Oyunların Etkileri Ölçeği"nin geçerli ve güvenilir bir ölçek olduğunu gösterm...