This study reports the results of a workshop conducted with school administrators in the Şişli district of Istanbul. The workshop was planned based on the results of research conducted with the teachers in the district, the subject of which was the perception of equality and alienation levels of the teachers. 26 school administrators participated in the workshop and the results of the research were evaluated with the school administrators by the focus group interview method. The interviews were conducted in three sessions of 40 minutes, and based on the focus group interview, one-on-one interviews were conducted with 8 school administrators, considering that they would contribute to the research in more depth. Video recordings of the interviews were made, the conversations in the interviews were deciphered and the texts obtained were analyzed by the thematic analysis method. Analysis of the deciphered texts under two main themes and eight subthemes yields the most prominent result which demonstrates that the number of questions of different school subjects in the high-stakes tests causes teachers to perceive inequality and alienation at school. Another important finding is that school administrators do not agree with the view that there are no fair practices in evaluating teachers' achievements. Relying on the findings of the workshop, it is recommended to carry out activities to increase the motivation of branch teachers who have few or no questions in the central exams and to strengthen the communication between administrators and teachers.

This research investigates preschool teachers' views on classroom practices to support children's self-regulation skills. The study was conducted with 27 preschool teachers working in the Independent Kindergarten affiliated with the Ministry of National Education in the city center of Bursa in Turkey. Data were obtained from teachers by asking semi-structured questions using the interview technique. Descriptive analysis was used to evaluate the data from the interviews. As a result, the teachers participating in the research stated that self-regulation skills could be gained by teaching children emotion management and self-care skills and supporting their ability to express their feelings and thoughts comfortably and appropriately. In addition, the teachers stated that they mainly included stories, play, and drama activities that support daily life skills in the classroom, and teachers stated that they arranged the materials in the learning centers and other materials in the classroom so children could easily access them.

Values play an important role in the regular functioning of society with its economic, social and cultural aspects. Scientific value; it is one of the most effective values in the process of acquiring knowledge and skills such as scientific thinking, critical thinking, problem solving and distinguishing superstitions from facts. Qualitative research method was used in this research, which aims to determine the views of graduate education students about the value of being scientific. The study group of the study consisted of 38 postgraduate students at the non-thesis master's, thesis master's and doctorate levels of educational sciences and field education programs at Dicle University. Interviews were held to determine the opinions and suggestions of graduate students about the value of being scientific. Descriptive analysis technique was adopted in the analysis of the data. Research findings indicate that the students understand the value of being scientific as being objective, being provable, conforming to ethical principles and being obtained by scientific methods. Regarding the qualifications to be possessed regarding the scientific value, it is understood that the students mostly emphasize to act in accordance with scientific research methods and publication ethics. Considering the views of graduate students about the effective acquisition of scientific value, the results show that they mostly recommend "practice based learning".

This article explores John Dewey’s influential perspective on art, which challenges traditional views that confine art to museums and galleries. Drawing on Dewey’s seminal work, “Art as Experience,” the article demonstrates that art is not merely about objects, but rather the quality of experience we have with the world around us. This experience is an ongoing transactional process between ourselves and our environment. Artworks serve as powerful tools within this process, shaping how we engage with everything from everyday tasks to artistic masterpieces. Through art, we can refine our experiences, gain new perspectives, and even undergo personal transformation. Furthermore, the article delves into the connection between Dewey’s concept of art and his broader philosophical ideals, particularly his democratic vision. Art, according to John Dewey, plays a crucial role in a healthy democracy. Artworks can foster a sense of community by providing shared experiences and sparking communication about important social issues. The article further discusses how art can challenge the status quo and inspire citizens to become active participants in shaping their society. Finally, the article explores Dewey’s notion of the “Everyday as Artful,” where artistic principles can be applied to even the most mundane tasks, enriching our daily lives and contributing to a more aesthetically pleasing society. To illustrate these concepts, the article references various art examples throughout the discussion.