Teacher Research

Bu çalışmada, yükseköğretim ek ders ücret yönetim süreçlerinde yaşanan sorunların çözümü için geliştirilen bir bilişim sisteminin kullanılabilirliğinin belirlenmesine odaklanılmıştır. Bu amaçla araştırmacılar tarafından bir bilişim sistemi geliştirilmiştir. Bilişim sistemi uygulamaya konulmadan önce bir öntest yapılarak kullanıcıların ek ders süreçleriyle ilgili karşılaştıkları sorunlar tespit edilmiş ve memnuniyet düzeyleri ölçülmüştür. Sistem devreye alındıktan iki yıl sonra bir sontest uygulanarak mevcut sorunların azalıp azalmadığı belirlenmiş ve bilişim sisteminin kullanılabilirlik düzeyi ölçülmüştür. Elde edilen bulgulardan bilişim sisteminin kullanılabilirlik skorunun kabul edilebilir bir düzeyde olduğu tespit edilmiştir. Sistemin kullanımıyla birlikte sorunların azaldığı ve memnuniyet düzeyinin arttığı görülmüştür. Kullanılabilirlik düzeyi yüksek ürün ve hizmetlerin özellikleri açısından geliştirilen bilişim sistemi değerlendirilmiş ve gelecek araştırmalar için önerilerde bu...

This monograph brings together four complementary scholarly works that examine social and emotional learning (SEL) from multiple perspectives. Collectively, these manuscripts address the effectiveness of SEL for students, the growing evidence on SEL among adults, the extent to which SEL outcomes vary across demographic groups, and the development of a comprehensive, grounded theory explaining how and why SEL contributes to human development, academic success, and organizational well-being.
The first manuscript presents a systematic review of the effects of SEL on students. Drawing upon quantitative, qualitative, mixed-methods, longitudinal, experimental, quasi-experimental, and meta-analytic evidence, the review examines the impact of SEL on academic achievement, social-emotional competence, prosocial behavior, mental health, school climate, belonging, discipline, and developmental outcomes. Particular attention is given to implementation quality, developmental appropriateness, cultural responsiveness, and the role of supportive school environments.
The second manuscript extends the inquiry to adulthood. While SEL has traditionally been associated with children and adolescents, social and emotional development continues across the lifespan. This review synthesizes evidence from educational, workplace, higher education, health care, and adult learning contexts. The findings demonstrate the importance of social and emotional competence for educator effectiveness, professional functioning, well-being, workplace relationships, and organizational performance.
The third manuscript addresses one of the most important contemporary questions in SEL research: whether SEL benefits all students similarly. Through a systematic review of studies reporting outcomes by gender, race and ethnicity, and socioeconomic status, the review examines both the promise and limitations of SEL as an equity-oriented intervention. The findings emphasize the importance of culturally responsive implementation, supportive relationships, positive school climates, and attention to contextual factors that shape developmental opportunities.
The fourth manuscript presents a grounded theory of social and emotional learning. Building upon decades of empirical research across developmental psychology, prevention science, school climate research, emotional intelligence, educational leadership, and organizational development, the theory conceptualizes SEL as a relational developmental systems process. The theory integrates the five CASEL competencies within a broader framework that emphasizes relationships, developmental processes, contextual influences, organizational conditions, and transformational agency.
Across all four manuscripts, several themes emerge consistently. Social and emotional learning is most effective when it is relational rather than purely procedural. SEL is strengthened when it is embedded in supportive environments, reinforced through meaningful relationships, and aligned with educational and organizational goals. The evidence also suggests that implementation quality, cultural responsiveness, leadership support, and organizational capacity are critical determinants of effectiveness.
The purpose of this monograph is not only to summarize existing knowledge but also to contribute to ongoing scholarly dialogue regarding the role of social and emotional learning in education, organizations, and society. Together, the four manuscripts provide an integrated examination of what is known, what remains uncertain, and what future research and practice should seek to address.

Education with Artificial Intelligence (AI) Applications presents a comprehensive, practice-oriented exploration of how AI is transforming teaching, learning, assessment, and educational administration. Bridging theory and application, the book guides readers through AI foundations, learning analytics, intelligent tutoring systems, generative AI, assessment and feedback, inclusive student support, governance and ethics, evaluation of AI tools, and the design of AI-enhanced learning experiences. Emphasizing evidence-based decision making, responsible AI use, and human-AI collaboration, it equips educators, leaders, and policymakers with the knowledge and frameworks needed to integrate AI thoughtfully and ethically to improve educational quality, equity, and innovation.

This paper presents a comprehensive and practice-oriented discussion of the foundational stages of educational research writing, particularly in the context of Action Research and Basic Research among scholars, teachers, non-teaching personnel, school heads, supervisors, and educational managers. Anchored on the concept of "problem sensing," the paper emphasizes the importance of identifying authentic educational concerns and transforming everyday workplace challenges into meaningful and researchable inquiries. It discusses the processes of reconnaissance and scoping, criteria for selecting research topics, formulation of research titles, development of context and rationale, review of related literature, identification of variables, and crafting of research questions. Using illustrative examples from classroom instruction, school leadership, office operations, and instructional supervision, the paper explains how educational practitioners can systematically investigate issues such as learner engagement, reading difficulties, teacher burnout, tardiness, instructional effectiveness, and organizational efficiency. The discussion differentiates the purposes and approaches of Action Research and Basic Research, highlighting intervention-based inquiry for localized improvement and broader exploratory inquiry for knowledge generation. The paper also introduces practical frameworks and activities designed to strengthen readers' research capabilities, including the "Pain-Point Inventory," "Title Builder," "Why Pitch," "Mapping Your Allies," and Research Question Formulation activities. Emphasis is placed on the integration of related literature, understanding variables, narrowing research scope, and developing clear and answerable research questions. Furthermore, the paper underscores the role of educational research as a tool for reflective practice, evidence-based decision-making, continuous improvement, and organizational development. Overall, this paper serves as an introductory guide for educational practitioners who seek to develop relevant, context-sensitive, and actionable research studies that contribute to improved teaching, learning, leadership, and educational management.

Purpose: This study explores the integration of artificial intelligence (AI) tools in Dutch higher education, examining how students and teachers use these technologies in practice. It aims to assess the extent to which AI enhances educational efficiency and raises critical ethical considerations.

Design/Methodology/Approach: A quantitative research design was employed using digital questionnaires distributed among students and teachers in Dutch universities. The study analyzed usage frequency, application purposes, perceived benefits, and concerns related to AI tools in educational settings.

Findings: Results show that AI is primarily used for practical support such as text generation, editing, and lesson preparation rather than for fundamentally transforming learning or teaching methodologies. Both groups report improved efficiency and work quality but also express concerns about the reliability and ethical implications of AI-generated content.

Practical Implications: The findings highlight the urgent need for AI literacy initiatives that balance technical skills with ethical awareness. Institutions should develop targeted training programs and policies to foster responsible AI use and support its integration in both teaching and learning.

Originality/Value: By providing empirical insights into real-world AI use in higher education, this study contributes to the ongoing discourse on responsible AI integration. It underscores the importance of aligning AI adoption with pedagogical goals and ethical standards to ensure meaningful educational innovation.

Language Learning has utilized technology for decades, and while world-wide social dynamics place more demands for language learning, there has not been a widespread use of a specific technology as the dominant medium for language learning. In the meanwhile, Virtual Worlds technology emerged during the last two decades as an immersive technology that offers an online representation of reality, allowing user interaction with the surrounding environment including objects and other users through Internet-enabled desktop personal computers. Since their introduction, Virtual Worlds have grown in popularity, and are now utilized by a large online community as social and gaming environments. Over two decades of research have shown the potential of Virtual Worlds for learning in various fields, but very few empirical studies have been dedicated to explore Virtual Worlds for language learning. My love and appreciation to my wife Cozette for her patience, sacrifice, and support. My gratitude goes to my employer, Professor Michel Najjar, and to the University of Balamand Council for believing in me and supporting me, and to my Department Chair Dr Elie Karam for facilitating my work schedule around the PhD work. My appreciation and admiration goes to my supervisors, Professor Mike Sharples and Professor Charles Crook, and to my co-advisor Professor Richard Eastgate for patience, guidance, wisdom, support, and encouragement. My deep appreciation to the Learning Sciences Research Institute management and technical Teams for going the extra mile to make the PhD studies happen. My gratitude and appreciation also goes to Andy Beggan and Fay Cross of the E-learning team at the University of Nottingham, and to Anna Peachey of the Open University for their support on Virtual Worlds. My gratitude to Professor Talal Wehbe from the University of Holy Spirit-Kaslik for language support, to Miss Rania Najjar from the School of Business Administration at the University of Balamand for support in statistical analysis, to Engineer Dany Ishac for logistic support, to the staff at the IT Centre of the University of Balamand for technical support, and to all those who supported me and prayed for me to be able to complete this project. Who allowed me to get this degree and who walked me through this tough path in my life, teaching me to trust Him every step of the way.

Using a mixed-methods approach the authors compared the associated practices of senior physics teachers (n = 7) and students (n = 53) in a 1:1 laptop environment with those of senior biology teachers (n = 10) and students (n = 125) also in a 1:1 laptop environment, in seven high schools in Sydney, NSW, Australia. They found that the physics teachers and students reported more use of their laptops than did their biology counterparts, particularly in regard to higher order, engaging activities such as simulations. This disparity is consistent with the differences between the prescribed NSW physics and biology curriculum documents. The physics curriculum specifies that students should engage with various technologies (especially simulations) frequently within the course content, while the biology curriculum makes only generic statements within the course outline. Due to the curriculum mandate, physics teachers seemed to be capitalizing on the opportunities afforded by the 1:1 laptop en...

As a practitioner-researcher and ESL Teacher, the author of this study examined the literacy practices of her adolescent ELL students as they engaged together in a curricular unit using PhotoVoice.  PhotoVoice is a community and participatory research method rooted in empowerment education, critical feminist theory, and documentary photography, and aims to enable people with little money, power, or status to communicate needed changes to policymakers.  Students’ interests in racial discrimination and national conversations about immigration reform led them to center their PhotoVoice project around two opposing questions: ‘What feels safe?’ and ‘What feels unsafe?’  Student work samples reveal powerful insights and empowering messages of self-identification, advocacy, and pride.