The aim of this study is to determine the effects of student-centered approaches (SCA) on students' creative thinking skills (CTS). Meta-analysis method is used in the study. The scope of the study consists of Master and PhD theses and research articles addressing this issue in Turkey. As a result of the screening, it is seen that there are 104 studies between 1990 and 2020 in line with inclusion criteria. The total number of samples within the scope of these studies is 6434 students. 3215 of these students are in the experimental group and 3219 are in the control group. According to the results of the study and the random effects model, a moderate (d=0.73; [0.63; 0.82]) statistically significant, positive effect size is determined according to SCA in favor of the students' CTS. In other words, it is seen that when student-centered approaches and methods are applied in the lessons, creative thinking skills of students are positively affected. As a result of the moderator analysis, it is determined that the effect sizes of the studies differed according to education stage (p=0.00) and lessons (p=0.00). In the study, it is concluded that SCA is a meaningful variable that positively affects students' CTS.

This study aimed to determine the views of classroom teachers about mind games in Turkey and a survey model was used. The research was carried out with the phenomenological design from qualitative research methods. Thirty-one primary school teachers were selected by the criterion sampling method which is one of the purposeful sampling methods. In order to collect the data, the opinion form prepared by the researcher was completed by classroom teachers. The documents obtained were analyzed with the content analysis method. It was seen in the study that teachers usually play mind games with students in the Free Activities course, mainly for 2 hours per week, strategy games were played most, memory games were the least played games, and mind games contributed to communication, creativity, problem solving, mathematical and logical thinking, and academic skills. In addition, classroom teachers experienced some problems related to classroom management, to physical conditions and student characteristics while playing mind games. In line with the results, it is suggested that the multi-dimensional development of students be supported by playing mind games at every grade level.

The present study aims to examine to what extent the group guidance program affects the levels of couple burnout, occupational burnout and work engagement of fathers with children with autism spectrum disorder (ASD). Research Methods: In this research, a random pattern with a pre-test post-test control group in a quasi-experimental design was used. The research group of this study consisted of 22 fathers whose children attended the Education Foundation in a provincial center in Central Anatolia and volunteered to participate in the group work. With the random assignment method, 11 fathers were assigned to the experimental group and 11 fathers to the control group. The Couple Burnout Measure-Short Version

This study was carried out to test the effects of reciprocal teaching on reading comprehension skills, learning retention and self-efficacy perception of reading comprehension. Research was conducted in 4th grade Turkish lessons of a primary school located in the Central Anatolia region of Turkey with experimental and control groups of 25 randomly assigned students. Experimental method was used in the research and findings were supported with qualitative data. Data were collected through the Reading Comprehension Skills Achievement Test, Self-efficacy Perception Scale for Reading Comprehension and Student Interview Form, each developed by the researchers. According to the findings of the research, there was a significant difference between students in the experimental group where the reciprocal teaching technique was implemented and students in the control group where the traditional teaching process was continued in terms of the achievement level and retention scores of the reading comprehension in favor of the experimental group. However, no significant difference was found between the groups in terms of self-efficacy levels. The students in the experimental group expressed that they were pleased to have the opportunity to lead their friends, to have a say in guiding the lesson, this technique facilitated their understanding of the texts they read and it provided them with a group work environment.

This study examined the effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils. The study was designed in pre-post test experimental design with a control group. Qualitative data was also collected from the intervention group students and the classroom teacher who carried out the intervention lessons. Participants consist of typically developing 2nd-grade pupils from a state primary school (n = 34) in Turkey. While the intervention group used a total of 36 lesson hours of reciprocal teaching techniques for 6 lessons per week for 6 weeks, the lesson was taught in traditional ways in the control group. According to the research findings, there was no statistically significant difference between the post-test scores of the intervention and control groups. Students stated that the most difficult reciprocal teaching strategy was summarizing, while the easiest was the prediction. As a result of the observations of the classroom teacher who conducted the intervention lessons, the positive effects of reciprocal teaching on the pupils' reading comprehension were emphasized. For this reason, it is suggested that the use of reciprocal teaching in Literacy lessons should be widespread in Turkey.