The purpose of this study is to determine the teachers' attitudes toward multicultural education. This is a survey study and the participants of the study were 248 teachers who are teaching Turkish to the Syrian immigrants in Sanliurfa. The data for this study was collected through a 5-point Likert scale called "Teachers' Multicultural Attitude Scale". According to findings, it is determined that teachers have positive attitudes towards multicultural education. Their attitudes do not differ in a statistically significant way according to their gender, mother tongue, and professional seniority. Literature teachers were found to have more positive attitudes than class teachers. Based on the findings, it can be suggested that more research is needed on how to develop, alter teaching methods and programs according to multicultural education and why teachers of certain subjects have a more positive attitude towards multicultural education. Also, studies that investigate if teachers' attitudes towards multicultural education affect students' academic achievement, social adaptation processes and so on may provide useful information. The participation of teachers in cultural exchange programs, formal education, courses may be useful to raise their awareness and competency on multicultural education.

Universities are competing with each other in an environment in which resources are scarce and student expectancy is high. Institutions should achieve better efficiency in processes which are vital to higher education. William K. Balzer explains the revolutionary Lean concept in an easy to apply five-step model for implementing and sustaining it at higher education institutions.The effectiveness of Lean principles and practices are proven by more than 50 years of use in a broad variety of organizations, business sectors, and cultures. This gives administrators a strong support for the 'transportability' of Lean principles and practices to higher education. This book provides example applications of Lean Higher Education (LHE) that demonstrate significant improvements in college and university processes and services at a reduced cost for the institution.Lean principles can result in significant improvements in the critical services and processes that are central to colleges and universities. Long-term needs of the institution and its employees are also preserved. Lean practices focus on eliminating unnecessary steps and activities that add no value to the university. Employees can contribute these practices by redesigning their work to improve their work satisfaction. LHE offers a set of easy steps to understand, diagnose, and improve college and university services and processes.The author targets individuals interested in learning how to apply Lean principles and practices to higher education, university administrators interested in learning more about LHE and how it can help achieve academic and operational excellence, graduate students in higher education interested in improving university processes and introducing largescale institutional change programs, and constituent leaders (e.g., university trustees seeking a competitive advantage over other higher education institutions, elected and appointed government officials balancing institutional support versus institutional outcomes, business leaders dependent on college graduates and the intellectual output of universities).

Araştırmanın amacı FATİH Projesi aracılığıyla eğitimde bilişim teknolojilerinin kullanımında gelinen noktayı proje koordinatörlerinin görüşlerine dayalı olarak belirlemektir. Araştırmanın çalışma grubunu 2016-2017 eğitim-öğretim döneminde Şanlıurfa ilinde görev yapan 10 proje koordinatörü oluşturmaktadır. Araştırmada veriler görüşme tekniğiyle elde edilmiştir. Alanyazın ve uzman görüşlerine göre hazırlanan 10 açık uçlu sorunun yer aldığı bir görüşme formu kullanılmıştır. Proje kapsamında okulların akıllı tahta, çok fonksiyonlu yazıcı-fotokopi makinesi, tablet ve internet ile donatıldığı fakat öğretmenlere yeterli eğitimlerin verilemediği belirlenmiştir. Projenin öğretmenin soru çözümleri için harcadığı zamanı azalttığı, soyut kavramları somutlaştırmada kolaylık sağladığı, öğrencilerin derse ilgisini arttırdığı katılımcılar tarafından ifade edilmiştir. Akıllı tahta ve tabletlerdeki uygulamaların daha da geliştirilmesi gerektiği, öğretmenlerin akıllı tahta kullanmak istemedikleri, tabletlerin öğretmenler tarafından amacına uygun olarak kullanılmadığı, içerik ve materyal konusundaki eksiklerden dolayı birçok öğretmenin şikayetçi olduğu, içeriklerin geliştirilmesi, çoğaltılması ve yenilenmesi gerektiği belirtilmiştir.

In this study, it is aimed to provide professional development of teachers by improving their classroom teaching based on dynamic professional development approach. The research was conducted as experimental action research. In the first step of the action research, interview technique was used to determine the opinions of teachers and school administrators about the teachers' professional development problems. In the second step, data were collected from the students who volunteered in the school where the action research will be carried out to determine the professional development levels of teachers. In the third step, teachers were given feedback about the answers. In the fourth step, teachers prepared action plans by reflecting on feedback. In the fifth step, the teachers were taught to teach according to the action plans they prepared. In the last step, in order to determine whether the plans are effective, the procedures in the first step were repeated and the professional development levels of teachers were re-determined, and the final results were compared with the first results. As a result of the research, it was determined that the teachers' professional development could be provided when they implement the action plans that they prepare by reflecting on the student evaluations. It was determined that teachers faced obstacles in their professional development and existing professional development activities were carried out with unplanned and mere information transfer without considering the needs of teachers. It is suggested that teachers should be provided according to the needs of their professional development, to make use of the observations of the students in order to determine the needs and to plan the development activities to respond to the teachers' practices in the classroom and to solve the teacher's problems.

The aim of this research is to determine whether organizational trust plays a role in the effect of school administrators' leadership on teachers' job satisfaction. In the study conducted according to the ex post facto causal design, data from 2561 teachers working in Şanlıurfa province were analyzed. Three structural equation models based on maximum likelihood estimation have been established to determine the effect of leadership on organizational trust and job satisfaction and to determine the mediator role of organizational trust. According to the results of the research, leadership indirectly affects job satisfaction through organizational trust. It has also been determined that school administrators exhibit adequate levels of leadership, teachers trust their organizations and have job satisfaction, leadership affects organizational trust at a very high level and organizational trust affects job satisfaction moderately. In the researches where leadership and job satisfaction are studied, it is suggested to include organizational trust. For increased job satisfaction of teachers through leadership, teachers should first trust their organizations.