The current study aimed to examine the associations between teacher presence and social scaffolding and preschool children's peer interactions. Using a time sampling method, peer interactions of 22 four-and five-year-old preschoolers (12 girls; Mage = 52.95 months) and teacher behavior were observed on two different days during various classroom activities in seven public preschool classrooms. Eco-behavioral analyses revealed that (a) teacher presence was negatively associated with positive peer interactions; (b) teacher absence was positively associated with negative peer interactions; (c) positive change of peer interactions was more likely to occur when the teacher was present; (d) children showed more positive peer interactions during child-directed activities than during adult-directed activities or daily routines and transitions; and (e) teacher's social scaffolding was positively associated with children's positive peer interactions although it occurred only for 3.61% of the intervals during which the teacher was in close proximity to children. In addition, although the likelihood for children's positive interaction was over 2 times higher in child-directed activities in comparison to adult-directed activities, teacher presence still seems very important for inhibiting negative peer interactions.

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The Syrian conflict has led to a mass migration of Syrians to other countries and exposed them to many possible traumatic events and stressors in their country of origin and in the resettlement process. The possibility of positive psychological effects of adverse life events is less documented among Syrian refugees. Thus, the current study aimed to develop preliminary evidence for the identifying factors: traumatic experiences, post-migration stressors and coping strategies that are associated with post-traumatic growth (PTG) of Syrian refugees residing in Turkey. Structural equation modeling (SEM) was used in the current study to assess the associations among these factors. Data were obtained from Syrian refugees residing in the governorates of Hatay and Mardin. A total of 528 Syrians, aged between 18–77 years (M = 35.60, SD = 11.65) participated in this cross-sectional study. Results from the SEM indicated that past traumatic experiences and post-migration stressors were indirectly related to PTG. The results from the current study provide support for that the association between refugees’ traumatic experiences, post-migration stressors and PTG appear to be explained through the presence of coping strategies which could be addressed in the psychotherapies and psychosocial interventions for refugees to promote positive psychological change. Future studies should address the effects of post-migration stressors on PTG in detail.

ÖzBu durum çalışmasının amacı, sınıf öğretmenlerinin arasında gerçekleşen online akran işbirliğinin onların mesleki gelişimlerine katıkısını keşfetmektir. Bu kapsamda, çevrimiçi akran işbirliği, "öğrenen-öğretmenler" adlı bir web tabanlı mesleki gelişim platformu üzerinden öğretmenlerin birbirlerine sağladığı çevrimiçi destek olarak tanımlanmistir. Bu araştırmanın katılımcıları "Öğrenen-Öğretmenler" çevrimiçi akran işbirliği mesleki gelişim sürecine dahil olan sekiz gönüllü sınıf öğretmenidir Bu araştırmada veri toplama, yarı yapılandırılmış görüşme ve web tabanlı gerçekleştirilen bilgi alışverişi platformu üzerinde kullanan öğretmenlerin çevrimiçi girdileri ile saglanmistir. Toplanan verilerin analizleri, açık kodlama yöntemi ve online girdilerin tematik analizleri olarak yapılmıştır. Analizler sonucunda, dört ana tema ortaya çıkmıştır ve bu temalar su sekildedir: 1-Akran işbirliğinden sağlanan memnuniyet 2-Akran işbirliğinin faydası 3-Sınıf öğretim yöntem ve tekniklerinde gelişim 4-Sınıf yönetimi becerilerinde gelişimdir. Genel olarak, online akran işbirliğine katılan öğretmenlerin, bu işbirliğinin onların kişisel ve mesleki gelişimlerine katkı sağladığı seklinde 1 Araştırmanın ön bulguları 6-9 Haziran 2013'te Çanakkale'de düzenlenen 5. Uluslararası Eğitim Araştırmaları Kongresi'nde sunulmuştur.2 Dr., University of Nebraska-Lincoln, Child, Youth and Family Studies, iacar2@unl.edu.3 Lisansüstü öğrenci, Yıldız Teknik Üniversitesi, Educational Sciences,

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The present study examined the concurrent contribution of Turkish children's temperament and teacher-child relationship quality to their social competence and antisocial behavior, with a specific focus on the moderating role of digitalcommons.unl.edu behavior at higher levels of teacher-child conflict. In addition, at high levels of child shyness, social competence ratings improved as teacher-child closeness increased. Inhibitory control was positively correlated with social competence and negatively correlated with antisocial behavior. The qualities of teacher-child relationships can effectively support children's social competence and antisocial behavior depending upon their temperamental characteristics. Limitations and future directions of the current study are discussed.

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