With increasing global requirements for the use of technological tools and resources in K-12 settings, there is a need to examine the technological pedagogical content knowledge (TPACK) levels of mathematics teachers because technology use in class may enhance students' engagement and motivation in learning mathematics. Hence, the purpose of this study was to develop and validate a TPACK scale to be used in investigating mathematics teachers' knowledge levels in TPACK components, and investigate if mathematics teachers' TPACK levels differed in terms of gender, teaching experience and level of school. This study is based on survey research design. Data were collected from 202 mathematics teachers in the spring semester of 2016-2017 academic year. MANOVA was used for data analysis. As a result of exploratory and confirmatory factor analysis, the TPACK instrument was developed as a valid and reliable 39-item 5-point Likert scale consisting of six scales: 1. Technological Knowledge, 2. Pedagogical Knowledge, 3. Content Knowledge, 4. Technological Content Knowledge, 5. Pedagogical Content Knowledge and 6. TPACK. The results also revealed that there were significant differences between gender and technological knowledge domain in favor of male teachers. However, it was found that teaching experience and level of school had no significant effect on TPACK domains.

With the increasing number of foreign language courses via e-learning in higher education institutions, it is important to investigate whether the quality of e-learning is up to the standard. This study aimed at finding out the views of freshmen students on foreign language courses delivered via e-learning and revealing whether there were any statistically significant differences between students' views in terms of age, gender, time spent on using e-learning system and the faculty they studied at. This research was designed using the survey model. The sample of the research consisted of 478 freshmen students who were studying at four faculties and one vocational college in a state university in Turkey. The research data were collected through a scale, proposing a sixdimensional assessment of e-learning systems, which was developed by Ozkan and Koseler (2009) and tested for its reliability by the researchers. Data were analyzed using frequencies, mean, standard deviation, independent samples t-test and one-way Anova. The results indicated that the students' views on foreign language courses delivered via e-learning were negative with an 'overall' part mean score of 2,14 (Std=1,17). Also, the students disagreed 'learners' perspective' dimension (x ̅ =2,24) and partially agreed 'instructor attitudes', 'system quality', 'information content quality', 'service quality' and 'supportive issues' dimensions. Furthermore, it was revealed that there were no significant correlations between students' views and age and the time spent on using elearning. However, statistically significant differences were found between students' views and gender and the faculty students were studying at (p<0.05). The e-learning system should be developed in order for students to have valuable e-learning experiences and benefit from e-learning more.

In this investigation, a virtual classroom for Uşak University's Electricity Program is designed, implemented and then tested by using the 3D virtual environment Second Life. When online, learners and instructors are able to correspond with each other by using their own avatars, chat vocally, make presentations and watch videos, as well as utilise all opportunities of a 3D virtual environment. Furthermore, learners can access the educational materials of the Electricity Program and interact with each other even when the educator is not available, giving opportunities for both synchronous and asynchronous distance education. The 3D virtual environment is analysed and evaluated here in terms of education costs, and advantages or disadvantages for both learner and educator.

This study aimed to evaluate the effectiveness of the voluntary English Preparatory Program at Usak University. The research utilized Context-Input-Process-Product (CIPP) program evaluation model. The research data were collected through a questionnaire which was developed by Tunc (2010) and adapted by the researcher, as well as semi-structured interviews with instructors. The research data were gathered from 208 preparatory students who were studying in preparatory classes in the academic year of 2015-2016 and two instructors. The quantitative research data were analyzed by using descriptive statistics and the qualitative data were subjected to content analysis. As a result of context evaluation, it was revealed that both students and instructors were highly dissatisfied with the physical conditions of the School of Foreign Languages. The results obtained from input evaluation indicated that speaking, writing skills and vocabulary teaching were not emphasized sufficiently in preparatory program. Process evaluation unearthed that lecturing of instructors was the most frequently used teaching method. Besides, students were found to be highly pleased with the instructors. Product evaluation suggested that most students perceived themselves less competent in vocabulary, speaking and writing skills as consistent with the findings from input evaluation. Based upon the results of the study, it can be suggested that the content of the prep program needs to include all language skills and the educational setting needs to be improved.

The current study aimed to find out the effect of situated learning on students' Vocational English learning. This research employed a mixed method research design. In the quantitative part of the study, pre-tests and post-tests were implemented to investigate the differences in students' vocational English learning between the experimental and the control group. Besides, the qualitative part of the research consisted of semi-structured interviews in order to explore students' perceptions about situated learning. This study involved 116 second grade students who were studying in the department of Accounting Information Systems. The data were gathered through an achievement test, developed by the researchers, and semi-structured interviews. A paired samples t-test and independent samples t-test were employed in order to analyze the quantitative data. Furthermore, descriptive analysis was carried out to analyze the qualitative data. According to the findings of the study, the average score of the achievement test for control group was found to be lower than the experimental group; however, a significant difference was not obtained. It was also unearthed that the perceptions of students about situated learning were mostly positive. Thus, it can be concluded that situated learning can be used successfully in teaching students vocational English.

This study aims to introduce Illuminative Program Evaluation Model, which is one of the program evaluation models in education, has almost never been used in program evaluation studies so far, and about which Turkish resources are quite inadequate, thus contribute to the Turkish literature. Within this scope, first underlying paradigm and features of the Illuminative Evaluation Model as well as its aims were explained. Then, conceptual and methodological framework as well as the strengths and weaknesses of the Illuminative Evaluation Model were revealed so as to enlighten how the model can be used. As a result, Illuminative Evaluation Model can be used effectively in evaluation studies especially in the evaluation of innovative programs, in studies requiring in-depth study of context and in studies where a variety of data collection tools are used. In addition, in this study some recommendations were provided for future program evaluation studies.

In this research, it is aimed to develop an achievement test focusing on listening and speaking skills in order to reveal the realization of the objectives set forth for students studying primary school 2nd grade English teaching curriculum. For validity purposes of the draft achievement test, three foreign language field experts and three 2nd grade English teachers were consulted and the number of items in the achievement test was determined and then item discrimination and item difficulty analyses were carried out. The listening part of the achievement test was applied to 202 students and the speaking part was applied to 125 2nd grade students in the spring semester of 2013-2014 academic years. The final listening test included 20 items after 18 items were excluded after analysis and 2 easy items were also excluded for grading easiness. For the speaking part, only 4 items were left out after item difficulty analysis and 1 item was excluded for grading easiness, so 20 items were included in the final speaking test. KR-20 value of the test was examined for the internal consistency and it was found that the listening test had .70 reliability and the speaking test had .81 reliability, which are adequate.

The aim of this study is to determine the readiness level of prospective teachers for culturally responsive teaching and explore students' opinions about culturally responsive teaching and the impact of undergraduate education on their culturally responsive teaching readiness. This research employed a mixed method research design. The study group consisted of a total of 403 prospective teachers who were studying in their final year of different teaching departments at a Turkish state university in the spring semester of 2017-2018 education year. The data were collected via Cultural Responsive Teaching Readiness Scale developed by Karatas & Oral (2017) and semi-structured interviews. The scale, which consists of 21 items, has two-factors which are 'Personal Readiness' and 'Professional Readiness'. In this study, the quantitative data were analyzed through both descriptive and inferential statistics and the qualitative data were analyzed through descriptive analysis. The research findings revealed that prospective teachers felt highly ready for culturally responsive teaching. While 'gender' did not have an impact on their readiness, 'department' variable had an impact on their readiness. Besides, it was unearthed that their personal readiness was significantly higher than their professional readiness. This study also concluded that undergraduate education lacked practice in terms of preparing prospective teachers for culturally responsive teaching.