University life quality is a concept that affects students' self-perceptions, sense of belonging, attitudes towards the profession, alienation levels, motivations, democratic attitudes, communication skills and academic achievements in their education processes. It is affected by the open and hidden curriculum and influences these programs. Besides, this concept is influenced by the socioeconomic and cultural characteristics of the society, in which individuals live. The purpose of this study is to present the concept of "university life quality" theoretically within the context of University Life Quality Model developed by Sirgy, Grezeskowiak and Rahtz (2007), to examine how the concept is embraced and in this regard and to compile the related researches. The method of this study is literature review. Within this context, the data of the study has been obtained by reviewing the related books, theses and dissertations, and articles. The concept of university life quality is a concept that is examined in a multidisciplinary manner in international literature. When the concept is examined more specifically, it can be revealed that physical facilities of the faculty, the quality of the faculty member, the family structure of the student, the readiness level of the student, the attitude of the faculty administration, the budget allocated to the faculty, cultural, art and sports activities offered to students by the faculty affect university life quality. Universities with high levels of university life quality serve to community development by yielding individual improvement and qualified work force.

Instructors who strive to do their job in the best way can experience loneliness due to this perfectionist personality trait. That's why, in this research, it was aimed to reveal the relationship between the instructors' perfectionism and loneliness levels. 123 volunteer instructors who were selected by random sampling method participated in the research, which was designed in relational screening model. Descriptive and provable statistical techniques were used in the research. As a result of the research, it was found that general perfectionism of the instructors was relatively above average. The instructors' self-oriented perfectionism was at the highest level. The instructors' social emotional loneliness levels were relatively below average. The instructors' perfectionism and loneliness levels did not differ according to demographic variables. Positive, medium and high level relationships were found among the instructors' perfectionism. There was a negative, low level relationship between the instructors' perfectionism other than socially prescribed perfectionism and their social emotional loneliness. It was found that the instructors' other-oriented perfectionism levels significantly predicted their loneliness. The studies that can support the findings obtained can be conducted at different universities.

The purpose of this research was to evaluate the teacher training programs in the United States of America in terms of student-centered practices used in class. Learning and teaching processes were evaluated based on classroom observations (the methods, techniques, materials and student-centered practices used in class). Qualitative research method was used in the research. The researcher collected the data through direct participatory and unstructured observation. In participatory observation approach, the observer makes observations without any external influence. The researcher made observations in three different classes during the spring semester of 2017-2018 academic year. The observations were made at the 4th grade level. The study group of the observations was composed of three teachers. The first of the classes in which the observations were made was social studies teaching, while the second was psychological counseling and guidance teaching, and the third was primary school teaching. The researcher kept the duration of the observations long. The reason for this was to try to ensure that teacher candidates and the teacher considered the researcher as if she were a member of the class. This precaution is necessary so as to be able to capture the natural atmosphere of the class and minimize artificial behaviors, which, in turn, positively affects the validity and reliability of the research. According to the findings obtained from the research, it was found that a total of 19 active learning methods, techniques and practices were used in the three classes. In class, question-answer was used most. It was observed that there were 17 different types of active methods, techniques and instructional practices. It was determined that a total of 19 different kinds of active learning materials were used in the three classes. Projector was the material which used the most in class. Based on the findings of the research, it was determined that there were also active learning practices that were not used in class. Depending on the fact that learning by doing is the most permanent traced learning, practices that can make the student active can be included more.

The purpose of this research was to examine the relationship between the instructors' organizational justice perceptions and their hopelessness levels. The population of this research, designed in correlational screening model, was composed of the instructors' employed in a state university in Aegean Region, Turkey in 2015-2016 academic year and the sample was composed of 468 instructors selected via cluster sampling method. Data was collected by means of Personal Information Form, Organizational Justice Scale and Beck Hopelessness Scale. In data analysis, descriptive statistics were used in order to determine the instructors' organizational justice perceptions and their hopelessness levels; and so as to put forth the relationship between their organizational justice perceptions and hopelessness levels, Pearson Correlation coefficient was performed. Whether the instructors' organizational justice perceptions predicted their hopelessness levels was tested via Multiple Regression Analysis. According to the findings of the research, organizational justice perceptions and hopelessness levels of the instructors were at medium level. A negative significant relationship was detected between the instructors' organizational justice perceptions and their hopelessness levels. As a result of Multiple Regression Analysis, it was determined that procedural and interactional justice dimensions of organizational justice scale were not the predictors of the instructors' hopelessness, and the only predictor of the factors of hopelessness scale was distributive justice dimension of organizational justice scale. Results of the study were discussed in line with the related literature.© 2017 IOJES. All rights reserved Keywords: 1 Instructor, organizational justice, hopelessness IntroductionThe role of education and educational organizations is an undeniable fact. From primary schools to higher education, together with how education system is and how it has got to be, the qualities, roles and competencies, perceptions and psychological states of the education practitioners are equally important. Without any doubt, every phase of education is significant in itself. However, higher education is attached a particular importance as it is the last phase of education before every individual begins their professional life. Thus, the perceptions of the instructors at universities who are the providers of education is one of the chief elements to be taken into consideration so as to be able to ensure a more effective and efficient educational organization. When the point in question is organizational effectivity and the perceptions of the instructors, one of the most significant concepts that comes to mind is "organizational justice".Justice, which is accepted to be of the most indispensable phenomenon of the effectivity of an organization, is a concept dealing with distributive problems of the workers in an organization. International Online Journal of Educational Sciences, 2017, 9 (2), 323 -339 324 "fair distribution", which probably in...

The purpose of this research was to examine the perceptions of teachers working in public and private high schools regarding the “crabs in a bucket” phenomenon and determine the views of teachers in terms of the phenomenon. In order to achieve this aim, the research was designed with the mixed method, and an explanatory sequential design was used as the mixed method design. In accordance with the results of the research, suggestions were developed for practitioners and for researchers. The quantitative data of the study were analyzed by SPSS 22.0 and LISREL 8.80, and the qualitative data were analyzed by NVivo 11.