The aim of our research was to find out teachers’, lower primary school teachers’, and special education teachers’ beliefs of moral development with a special focus on children with mild intellectual disabilities. We also look at the perceptions of candidates studying on the same subjects. Numerous research studies show that teachers’ educational beliefs having significant impact on the educational process. This paper presents the qualitative part of a mixed method research. Semi-structured interviews (N=13) and one focus group discussion (N=1) were used. Interview respondents reported that they found it difficult to define moral behavior because it is situational. We found that among the factors influencing moral development, family background plays the strongest role, but they also feel their own responsibility is paramount. Opinions on the moral development of children with mild intellectual disabilities are varied.  The main tendencies are that some say that they cannot reach the same level of development as a typically developing children, and some say that IQ should not be a barrier. And, according to some, moral development may be also atypical. We found interesting correlations between the views of teachers in the field and those of candidates.

As in various scientific fields, the volume of publications in mathematics education is rapidly increasing, complicating the detailed examination of academic outputs. Latent Dirichlet Allocation (LDA)-based topic modeling algorithms have gained popularity for their ability to synthesize vast amounts of data and provide an overview of emerging research themes within specific fields. This article conducts a topic modeling analysis on 1,000 scholarly articles published between 2019 and 2023 in the five most influential journals in mathematics education. The study identifies 18 research themes, comparing these with a comprehensive topic modeling study conducted in 2018 (Inglis & Foster, 2018). Newly emerging themes include Mathematical Performance and Assessment, Lesson Study, Mathematical Modeling, Social Justice, Teacher Practice, Statistical Literacy, Prospective Teachers' Noticing of Student Thinking, and Framework Design and Development. The findings indicated teacher professional development and education-related studies have been the most prolific research areas over the past five years. Additionally, the research themes and keywords highlighted the ongoing social transformation and shifts in research focuses within mathematics education. This study is expected to be a resource for researchers who conduct research and determine the research theme.

The purpose of this study is to perform Turkish adaptation of the "Cognitive Load Scale (CLS)" developed by Hwang, Yang, and Wang (2013) and to test its validity and reliability in Turkish culture. The Cognitive Load Scale was developed to determine the cognitive load experienced by learners during any learning and instructional activities. The scale consists of mental load and mental effort sub-factors that aim to determine the cognitive load experienced by learners during educational activities. The original scale consists of eight items and two sub-factors, with five items in the mental load sub-factor and three items in the mental effort sub-factor. Turkish adaptation of the scale was conducted on a sample of 376 pre-service teachers enrolled in two different education faculties. The Turkish scale, the validity and reliability of which was conducted with 376 pre-service teachers, was found to have a four-item and two-factor structure; the factor structures were valid; and internal consistency coefficients were found 0.80 for the total scale, .89 for the first sub-factor, and .78 for the second sub-factor. Besides, the confirmatory factor analysis revealed the following fit index values: (χ2=2,2, sd=1, p>.01), RMSEA=.056 and χ2/df=2,2 and RMR= .014, GFI= 0.997, AGFI= 0.971, NFI= 0. 99, CFI=0.99, IFI= 0.99, indicating the recommended criteria. It can be said that the adapted scale can be used in academic studies related to cognitive load.

The purpose of this study is to examine the factors influencing parental support for children's drawing skills. Using a mixed-methods approach, the “Parental Support for Children's Drawing Skills Scale” was employed as a quantitative data collection tool, while a semi-structured interview form was utilized for qualitative data. The study sample consists of parents of 3-6-year-old children attending preschools affiliated with the Ministry of National Education in the city center of Van during the 2023-2024 academic year. A total of 25 schools were selected based on districts and neighborhoods with varying rental levels, and 736 parents were included in the study group through random sampling. For the qualitative portion of the study, maximum variation sampling, a type of purposive sampling, was chosen to form the study group, and 8 parents with different socioeconomic and educational backgrounds were included. Descriptive analyses, independent samples t-test, and ANOVA were applied for the quantitative data analysis, while content analysis was used for qualitative data. The study observed that parents were more inclined to praise their children rather than engage in drawing activities with them. No significant effect was found in the total scores on the overall scale and sub-dimensions based on the gender variable of the parents. However, significant differences were identified in both the overall scale and sub-dimensions based on parents' educational backgrounds. Furthermore, the analysis of the age variable revealed a significant difference in the resource support sub-dimension in favor of parents aged 31-40, while a significant difference was observed in the collaborative drawing sub-dimension in favor of younger parents. Qualitative analysis revealed that parents support their children's artistic development through diverse methods, including facilitating access to artistic materials, creating designated workspaces, displaying their children's artwork, engaging in joint artistic activities, introducing novel techniques, providing verbal guidance, and offering both process-oriented and product-oriented praise to enhance self-confidence. It would be beneficial to further investigate the types and levels of parental support needed by children of different age groups when engaging in drawing activities.

This qualitative research study investigated the experiences and perceptions of peer bullying among students attending multigrade and transported primary schools (TPS) in Tokat, Turkey. Data were collected through interviews with 19 students from three multigrade village schools and 12 students from three TPSs. Findings revealed a stark contrast in peer bullying prevalence between the two school types. Bullying was rare in multigrade classrooms, while TPS students reported frequent exposure to bullying, both during their commute and on school grounds. Students highlighted the challenges of daily travel, including early separation from families and extended time spent with peers, as contributing factors to bullying in TPS settings. Conversely, the close-knit environment of multigrade classrooms appeared to discourage bullying behaviors. This study illuminates the influence of school structure and organization on peer bullying dynamics, suggesting the need for targeted interventions to address the unique vulnerabilities of students in transported education systems.