The purpose of this research is to determine self-efficacy levels of classroom teachers. This research was conducted with 278 classroom teachers that work for primary schools in the province of Sakarya according  Yrd.Doç.Dr.,Bülent Ecevit üniversitesi Ereğli Eğitim Fakültesi,Eğitim Bilimleri Bölümü C.EKER 163 to screening model To determine the self-efficacy beliefs of teachers, the long form of ‚Teachers' Sense of Efficacy Scale‛ (TSES) that was developed by Tschannen-Moran and Woolfolk Hoy (2001) and translated to Turkish language by Çapa, Çakıroğlu, and Sarıkaya (2005) was used. Cronbach's Alpha coefficient related to whole scale that was adapted to Turkish language was found 0.93 and sub-dimensions' alpha values are 0.82 for student participation, 0.86 for self-efficacy aimed at learning strategies, 0.84 for classroom management. To analyze data, statistical techniques as frequency, percentage, mean, and standard deviation were used. According to results obtained from the research, the general self-efficacy belief levels of classroom teachers that works in primary schools was found to be ‚sufficient‛. With respect to sub-dimensions of the scale, teachers found to be considerate their self-efficacy belief levels in having students participate in courses actively as ‚moderately sufficient‛, self-efficacy belief levels in using teaching strategies and in classroom management as ‚sufficient‛.

The purpose of this research is to determine the effect of teaching practise conducted by using metacognitive strategies on students' reading comprehension skills at Turkish language course. For this purpose, this study has been carried out with 65 students at 5th grade of secondary education in 2012-2013 academic year. In the research, pre-test post-test control group design of experiment method has been used. While the subjects have been taught to students in experimental group by using metacognitive strategies in addition to teacher's book, the same subjects have been taught to students in control group as they are stated within the curriculum and teacher's book. The study took a total of 6 weeks. As data collection tool, Achievement Test For Measuring Students' Reading Comprehension Skills which was developed by the researcher to determine the effect of metacognitive strategies on students' reading comprehension skills was used. As a result of the reliability and validity studies, the reliability coefficient of the test was found to be 0.91, the average difficulty was found to be 0.64. At the end of the research, at teaching practice in which metacognitive strategies(planning, monitoring and regulation) were used, a significant increase on students' reading comprehension skills was found in favor of the experimental group.

The aim of the study is to investigate whether the activity based posters have an effect of on the ninth class students' academic achievements and the retention levels in their learning. The research was carried out with 60 students at one of the state schools in The Central Anatolia Region of Turkey in 2015-2016 academic year. Study-"Celebrities" unit teaching-took 6 weeks in both experimental group and control group. This study was conducted according to the "pre-test-post-test control group model" which is from quantitative research methods. The unit of "Celebrities" Achievement Test was developed by the researcher. These data collection tools were implemented at the beginning and the end of the study. Academic Achievement Test was re-implemented 21 days later after study in order to determine the retention levels in their learning. At the end of the research, it is detected that implementation of the activity based posters in English classes makes statistically significant difference for the benefit of experimental groups on the level of academic success.

This study aims to determine the effect of learning activities conducted in accordance with the phenomenon-based learning approach on the metacognitive awareness level of students. Pre-test and post-test control group design of the experimental method was used. The application of the study was carried out in a sample of 60 students studying in the 7th grade of middle school in the 2019-2020 academic year. While "phenomenon-based learning approach" was implemented in the experimental group, traditional teaching was used in the control group. In this research, as data collection tool "metacognitive awareness" scale was used. The scores of the experimental and control groups obtained from the scale were compared to the dependent groups with the t-test, and when there was a significant difference between the students' pre-test scores and post-test scores, the effect size of the difference was found by looking at the Cohen's d value. In addition, when the pre-test scores of the students in the experimental group and the control group were taken under control, covariance analysis was conducted to determine whether there was a significant difference according to the post-test scores. According to the indications obtained at the end of the research teaching activities conducted in accordance with the phenomenon-based learning approach provided significant differences in the metacognitive awareness levels of the students in favor of the experimental group.

The purpose of this study is to identify the usage status of self-regulation strategies at Science and Art Centers (BİLSEMs) that provide the gifted students with education in Turkey. This research was designed within qualitative study and survey model was used. It was conducted with 24 teachers at Science and Art Centers each in the Western Black Sea, Marmara and Aegean regions in Turkey. The teacher interview form designed by the researchers was used as the data collection instrument. Descriptive analysis and content analysis methods were used for analyzing the data. It was concluded in the research that the teachers do not find themselves competent about self-regulation strategies. The most observed self-regulation deficiencies among BİLSEM students are deficiencies of motivation and meta-cognitive strategies. The teachers think that BİLSEM curricula do not aim to bring self-regulation skills to students. It was determined that the activities performed by teachers in BİLSEM curricula (Adaptation, Supportive Education, Realizing Individual Abilities, Improving Special Skills, and Project) are rather for actualizing motivation, meta-cognitive and cognitive strategies.