The aim of this study is to examine the Classroom management profiles of secondary education teachers, including physical education and sport teachers, and elementary teachers.
The objectives of this research were to compare the happiness and thinking styles of undergraduate students in the Physical Education and Sports Teaching Department and different departments, and to examine the relations between the students’ happiness levels and their thinking styles. Using the correlational study design 661, undergraduate students were determined by a convenience sampling method. Participants were selected in terms of being easily accessible from Gazi University, which is located in the Ankara province, Turkey. The analysis indicated that the Department of Physical Education and Sports Teaching students' average level of happiness was significantly higher than in some other departments. However, the Department of Physical Education and Sports Teaching students' need for cognition was not significantly different from the students from other departments. Physical Education and Sports Teaching students' faith in intuition was significantly higher than the Department of Guidance and Psychological Counseling students’. Besides, the happiness levels and thinking styles did not differ significantly by gender. There was a positive correlation between their faith in intuition and happiness. However, there was no significant relation between their happiness levels and need for cognition, nor need for cognition and their faith in intuition.
The purpose of this study is to examine the viewpoints of parents on their 4-5-year-old children who were playing active games. The parents had expressed that active games have positive influences on the cognitive development of children. Also, it has a significant influence on the decisionmaking process and focusing in general. Majority of the parents stated that active games have positive influences on the emotional development of their children in general terms. They expressed this with the term "being happy" and "being able to express oneself". The parents, who thought that active games have negative influences on the emotional development of their children, expressed this as "being angry". On the other hand, the parents also thought that active games contribute greatly to the psychomotor development of their children. Thus, they expressed this as "positive influences on physical development of their children". As the last item, the parents considered active games to have positive contributions to the social development of their children. They, however, expressed this thought with expressions like "being social, establishing communications, learning sharing, etc.". In conclusion, it has been observed that the viewpoints of the parents on active games were generally positive in terms of cognitive, emotional, and social and psychomotor development areas.
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