Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities, and student achievement. Qualitative and quantitative data were collected. The students who experienced the greatest fidelity of implementation exhibited the greatest gains (d D 1.41-2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains (d D-0.16 to-0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning.

There has been some criticism of the teacher education programs in Turkey, claiming that pre-service teachers were not ready for the profession. This study explored the mental readiness of pre-service teachers to facilitate integrated mathematics and science. Data were collected from pre-service teachers who were enrolled in either integrated or departmentalized teacher education programs. Data were analyzed using a three-way multivariate factorial analysis of variance model. The independent variables were program (integrated or departmentalized), department (mathematics or science), and gender while the dependent variables were the attitudes towards the integrated teaching and nature of mathematics and science. The results indicated that pre-service mathematics teachers in the integrated teacher education program had more favorable attitudes towards integrated teaching of mathematics than pre-service mathematics teachers in the departmentalized program. The study showed that the integrated program may be an effective alternative to the standard departmentalized teacher education programs in Turkey.

Türkiye'nin inovasyon kapasitesini arttırabilmesi için yüksek nitelikli Fen, Teknoloji, Mühendislik ve Matematik (FeTeMM) işgücüne ihtiyacı vardır. Yirmibirinci yüzyılın değişen şart ve problemleriyle birlikte takım çalışması ve disiplinlerarası yaklaşımları doğuran bu ihtiyaç, gençlerimizi ve özellikle kız öğrencilerimizi erken yaşlardan itibaren FeTeMM araştırmaları yapabilecek şekilde eğitecek öğrenme ortamlarının tasarımını ve bu tasarımları etkin şekilde kullanabilecek öğretmenlerin yetiştirilmesini gerektirir. Buna mukabil yapılan araştırmalar göstermektedir ki, öğretmenlerimiz mesleklerine etkin bir FeTeMM eğitimi verebilmek için gerekli bütünleşik öğretmenlik bilgisinden yoksun şekilde başlamaktadır. Bu makalenin amacı araştırmacıları FeTeMM eğitimi üzerine yürüttükleri çalışmalarının sonuçlarını TURJE'de yayımlamak konusunda cesaretlendirmektir.

The Turkish Disability Act introduced inclusive education to Turkey as a solution to the problems experienced by students with disabilities, including visually impaired students. The main purpose of this study was to explore the challenges faced by visually impaired students learning high school mathematics in inclusive classrooms in Turkey. The data were qualitative, consisting of interviews conducted with three high school graduates; they were analysed using the constant comparison method. In the interviews, students described the effects of various teaching methods on their learning and evaluated the social aspect (broadly speaking) of inclusive education. The results show that while the social needs of visually impaired Turkish students were adequately met through inclusive education, their academic needs were not, which we speculate to be partly because of mathematics teachers' negative attitudes towards inclusive education.

No abstract

There are two mainstream curricula for international school students at the junior high level: the International Baccalaureate (IB) Middle Years Programme (MYP) and the Cambridge International General Certificate of Secondary Education (IGCSE). The former was developed in the mid-1990s and is currently being relaunched in a 21st-century approach. The latter programme of study was developed by University of Cambridge International Examinations in 1985 and has become popular in recent years among British domestic and international schools worldwide due to the clarity of its learning content. The prevailing uncertainty about which curriculum is best to prepare students for the IB Diploma Programme represents a challenge for international schools. The purpose of the current study is to develop a methodology through causal models which can explain the relationship between student performance in the IGCSE and the Diploma Programme with regard to mathematics and science. The data evaluated here consisted of external examination scores of students who attended a private international high school between the years 2005 and 2012. Two structural equation models were developed. The first model employed a maximum likelihood estimation, while the second model used a Bayesian estimation with a Markov Chain Monte Carlo method. Both models fit the data well. The evidence suggests that the IGCSE provides a good foundational preparation for the Diploma Programme in mathematics and science.Keywords International schools Á Middle Years Programme (MYP) Á International General Certificate of Secondary Education (IGCSE) Á Diploma Programme (DP) Á Mathematics education Á Science education Á Structural equation modelling Résumé Quel programme préparatoire au diplôme du baccalauréat international est le meilleur ? Le défi des écoles internationales avec les mathématiques et les

In this paper, the authors discuss the conceptual and theoretical underpinnings of the Integrated Teaching Framework and the rationale behind its development as a road-map for teachers and teacher educators. It is further explored in the paper to what extent a sustainable teacher professional development project, which is grounded in this framework, displayed intellectual merit and broader impact. Outlines of the programs developed within this particular project are provided as evidences. Given short-term seminars or workshops in Turkey are generally accepted as the norm, revealing the details of long-term sustainable professional development programs is considered to be noteworthy for teachers, teacher educators, principal investigators of similar projects, and policy makers in Turkey and elsewhere.Bütünleşik öğretmenlik projesi: Öğretmen eğitimine sürdürülebilir bir yaklaşım ÖZ Bu çalışmada öncelikle öğretmen ve öğretmen eğitimcileri için bir yol haritası işlevi görmesi beklenen Bütünleşik Öğretmenlik Çerçevesi'nin mantıksal, kavramsal ve kuramsal altyapısı tartışılmaktadır. Bu çerçeveye dayanan ve sürdürülebilirlik iddiasındaki bir öğretmen eğitimi projesinin ne ölçüde özgün değere ve yaygın etkiye sahip olduğu incelenmektedir. Proje kapsamında geliştirilen bir çok farklı program ise okuyucuların bu çalışmada detaylandırılan projeyi açık ve bağımsız şekilde değerlendirebilmeleri için kanıtlar olarak sunulmaktadır. Bu şekilde öğretmenler, öğretmen eğitimcileri, benzer proje önerileri yazmak amacındaki proje yürütücüleri ve politika yapıcılar için kısa dönemli seminer veya çalıştaylar yerine öğretmen eğitimine sürdürülebilir bir yaklaşımın gerekliliği ve önemi vurgulanmaktadır.

Goal-related messages in a classroom are associated with students' experiences and functioning in learning. However, little is known about need satisfaction as a mediator that translates the classroom messages into students' optimal educational experience. In the present studies, we investigated in a sample of 171 (in Study 1) and 255 (in Study 2) Turkish undergraduate students (60% females; M age = 19.79, SD = 1.68 and 45% females, M age = 19.75, SD = 1.67 respectively), the relation of classroom goal structures to students' educational satisfaction (or vitality) and state flow through their experience of need satisfaction considering it as the psychological mediator. Path analysis with bootstrap showed that mastery goal structures (i.e., classroom environment focuses on learning and self-improvement) were positively related to need satisfaction while performance goal structures (i.e., classroom environment focuses on normative success) were either negatively related (Study 1) or unrelated (Study 2) to need satisfaction. Path analysis with bootstrap also showed that mastery goal structures were related to vitality, educational satisfaction and flow in class-related tasks through need satisfaction. Understanding need satisfaction as a mediator of classroom goal structures and optimal educational experience help teachers to reconsider their goal-related messages in the classroom.