Cilj rada je da se konstruiše skala za merenje socijalne kompetentnosti studenata, koja ima prihvatljivu (visoku) pouzdanost. Uzorak istraživanja čini 222 studenta, starosti između 19 i 28 godina (M=22,41; SD=1,66). Uz ajteme je ponuđena petostepena skala kojom ispitanici procenjuju stepen saglasnosti sa sadržajem usmerenim na socijalnu uključenost i/ili socijalnu isključenost. Konačnu verziju instrumenta određuju dve zasebne skale, socijalna uključenost sa 12 i socijalna isključenost sa 14 ajtema. Dobijeni koeficijenti pouzdanosti za obe skale su zadovoljavajući, a=0,83 za skalu socijalne uključenosti i a=0,86 za skalu socijalne isključenosti. U proveri diskriminativnosti utvrđeno je da postoji pomeranje skorova prema višim vrednostima na skali socijalne uključenosti (S=-0,97, Ku=1,12) dok distribucija skorova na skali socijalne isključenosti, prema istim parametrima, ne odstupa značajno od normalne (S=0,52, Ku=0,25). Kolmogorov-Smirnov test (K-S=1,50, p<.05) potvrđuje statistički značajno odstupanje skorova od normalne distribucije na skali socijalne uključenosti. Obe skale su predstavljene glavnim komponentama koje varijansu objašnjavaju sa 37,57% zasićenosti, dok sa sumativnim skorovima ostvaruju korelaciju r=0,99. Preliminarni rezultati ukazuju da su predstavljene karakteristike skale zadovoljavajuće. Naredni koraci u potpunoj validaciji skale i njenog korištenja kao konstruisanog istraživačkog instrumenta, sa utvrđenim mernim karakteristikama, podrazumevaju proveru skale na drugim uzorcima i ispitivanje odnosa sa relevantnim spoljnim kriterijskim varijablama.

The following article presents the results of research whose purpose was the analysis of the level of artistic creativity and fine arts development among eighth-grade students of different elementary schools in the northeastern part of Slovenia. We have monitored the level of artistic creativity and analysed the differences in fine arts creative skills from the viewpoint of six factors of artistic creativity: originality, flexibility, fluency, redefinition, elaboration and sensibility for artistic problems. Consistent with these factors, our focus was on the differences in the stratum, as we have noticed a lack of research analysing creative abilities from the point of view of the students' environment. Thus, the research aimed to shed light upon the impact of quality art educational work on the development of fine arts creative skills and creativity, especially among students of higher age. In doing so, the fact about the environment students come from was disregarded. The results of the research show discrepancies with previous research, as we found statistically significant differences in the factors of art elaboration, sensibility for artistic problems and fluency, with the suburban students being more successful. For this reason, there are further tendencies to carry out an in-depth analysis of this indicator in the mentioned age group.

This study attempts to identify preschool teachers' pedagogical content knowledge levels in mathematics and to examine its effect on preschool children's mathematics ability and their liking of mathematics. The study utilised the relational survey model, one of the general survey models. The working group was composed of 600 children aged 54-66 months old and a total of 150 teachers. The study employed three data collection tools: with the 'Preschool Teachers' Pedagogical Content Knowledge Scale regarding Mathematics' and the 'Mathematics Liking Scale for Children' developed by the researchers; 'Early Mathematics Ability Test' to determine children's mathematics ability. The data were analysed using IBM's SPSS 22 statistical package. The correlation analysis results suggested that there were no significant relationships between teachers' pedagogical content knowledge in mathematics, children's mathematics ability, and their liking of mathematics, while a positive and significant relationship was found between children's mathematics ability and their liking of mathematics.

This study aimed to examine whether lifelong learning has a mediating role in the relationship between teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips. Structural Equation Modeling was used to determine this relationship. The study sample consisted of 341 teacher candidates. The study data were collected using the Teaching and Learning Conceptions Questionnaire, the Self-Efficacy Belief Scale for Planning and Organizing Educational Out-of-school Trips, and the Lifelong Learning Scale. Participants' ages ranged from 18 to 30 (M = 23.26; SD = 2.62). According to the findings of the study, positive and significant relationships were found between teacher candidates' teaching-learning conceptions and lifelong learning and their self-efficacy in organizing out-of-school trips. The structural equation model of the study was confirmed. In conclusion, teacher candidates' lifelong learning tendencies were found to strengthen the relationship between teaching-learning conceptions and self-efficacy in organizing out-of-school trips.

In the changing and developing world, the methods and approaches which promote learning experiences of individuals develop at the same pace. If such methods are integrated into the education system as an alternative to traditional teaching methods, it will enrich the learning experience for children and provide teachers with an opportunity to reach more children. As part of this, the research aims to use the mind mapping method to develop school readiness skills of preschoolers. This study was designed with a quantitative research procedure and was planned using a quasi-experimental design. The working group for the study was made up of 44 children, of which, 21 belong to the experimental group and 23 the control group. For the first step of the study, teachers were given mind mapping training and later the children in the experimental group were subjected to mind mapping applications in 22 themes (school, numbers, shapes, our healty, cooperation, emotions, nature…), comprising 7 large group and 15 individual mind mapping applications. The mind map theme of the week was covered every day in that week's program. As a result of the study, a significant difference in scores for school readiness skills between the experimental and control groups was revealed for all sub-dimensions in favour of the experimental group. The study indicates that the mind mapping technique applied with the children in the experimental group supports their readiness for primary school considerably.

This study examines prospective mathematics teachers' ethical knowledge and awareness development in an undergraduate course called 'Morality and Ethics in Education'. Accordingly, prospective teachers' opinions regarding the ethical teacher and the unethical teacher were investigated through metaphors. The current study was designed as a case study and the data were collected from fifty-one prospective mathematics teachers studying at a university in Turkey through an open-ended questionnaire and reflective diaries. The findings show that the prospective teachers were satisfied with the 'Morality and Ethics in Education' course in general. It was effective and helpful to improve prospective teachers' ethical knowledge and awareness. In addition, the prospective teachers showed an interest in ethical values, such as justice, being a good role model and honesty. They describe the ethical teacher as being 'of holy personality, a guide and professional', and the unethical teacher as 'useless and harmful'. In addition, the prospective teachers made a number of suggestions for undergraduate education in the context of improving ethical and moral values.

Due to Covid-19, which emerged in 2019 and had an impact all over the world, many people started working from home and schools started to provide distance education. Therefore, parents had to spend more time at home with their children. Hence, communication between parents and children at home has become even more important. This study aims to examine the communication of parents with children in the preschool period at home during the covid-19 pandemic period with their children. In this context, relational research model, one of the quantitative research methods, was used in the research. Data was gathered in Turkey in 2020, from forty-eight seventy-two-month-old children and from 146 mothers/fathers. Demographic information form and "Parent-Child Communication Assessment Tool" were used to collect data. The measurement tool was delivered to the participants in the form of an online link and they were asked to fill in, taking into account their communication with their children during the pandemic period. The data were analyzed and it was observed that the communication of the children at home with their parents differs according to their preschool education status, the number of siblings and the educational level of the father, but not according to the education level of the mother.

Predmet istraživanja čije rezultate donosimo u ovome radu jesu stavovi učenika o igranju video-igara. Istraživanje je sprovedeno sa primarnim ciljem da se utvrdi odnos učenika četvrtog razreda osnovne škole prema igranju videoigara i konstatuje njihov stav o sopstvenoj (ne)zavisnost od igranja video-igara, kao podvrste zavisnosti od interneta. U istraživanju su učestvovali učenici više odeljenja dve beogradske osnovne škole (ukupno: 121 ispitanik), koji su popunili jedan od standardizovanih upitnika, preuzet iz relevantne literature. Analizom dobijenih rezultata potvrđena je polazna hipoteza istraživanja: Učenici četvrtog razreda osnovne škole ne smatraju da su zavisni od igranja video-igara. Prema mišljenjima koja dominiraju, učenici uključeni u istraživanje nemaju izražene potrebe da provode više vremena u igranju video-igara, nisu primetili kod sebe promenljivo ili problematično ponašanje uzrokovano ovom vrstom aktivnosti, kao ni fizičke smetnje prilikom smanjivanja ili prekidanja samog igranja. Takođe, ne smatraju da su narušili socijalne odnose (sa porodicom i prijateljima) ili zanemarili školske i kućne obaveze i interesovanja. Samo ispitivanje i dobijeni rezultati otvorili su pitanja i za buduća promišljanja istraživane oblasti.

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

In this work the WIHIC (What is Happening In this Classroom) instrument was used to assess the types of interactions, from students' perspectives, that occur in two science classrooms in Trinidad & Tobago. It was the first attempt to use the WIHIC instrument in the research context. An exploratory case study research design in the quantitative paradigm was employed in the assessment. The findings reveal that classroom interactions were dominated by student-centered interactions that mapped onto the student cohesiveness and cooperation scales of the WIHIC instrument. A high level of interaction in the investigation and involvement scales was also determined. What was surprising however, was the low level of teacher supportive interactions and interactions which demonstrated teacher impartiality as reported from students' perspective.